Aug 2026· Trends in Higher Education· Vol 5, pp. 71· 0 citations· 23 references
Abstract
Reflection can contribute to learning, helping students actively and constructively recall material and connect it with other aspects of their lives, as described by the interactive–constructive–active–passive (ICAP) framework. For engineering students in particular, reflection may support the lifelong learning required throughout one’s professional career. This study focused on weekly reflection journals implemented in two junior-level and senior-level civil and environmental engineering courses, investigating (i) how engagement with this activity impacted student learning and (ii) students’ views on reflection. Students offered perspectives using optional pre- and post-surveys, while course grades and direct assessment of journal engagement provided insight into impacts on learning. In both courses, students who engaged more consistently with the journal activity saw a small but positive impact on their learning independent of previous academic performance, while those in the senior-level course whose entries exhibited more constructive levels of engagement also saw a positive impact. In post-surveys, students stated journals helped them to review, identify areas of confusion, and ask questions. Most survey respondents highly rated the journal’s impact on learning, although some found greater value in other, more structured activities. Accordingly, the reflection journal may function effectively as one of multiple options for conceptual engagement.
This article explores the integration of active learning strategies within large, required core courses in undergraduate engineering education, drawing on a case study of a faculty member teaching a Statics and Strength of Materials course to more than 200 students each semester. The focus is placed on pedagogical adaptations, logistical complexities, student participation, and institutional support systems required to make active learning successful on a scale. The study discusses the design and implementation of various techniques such as group hands-on challenges, discipline-specific problems, model demonstration, in-class exercises, and recitation sessions, while critically assessing their impact on student engagement and academic performance. It also highlights barriers including classroom space constraints, time limitations, resistance to change, and the need for ongoing faculty development. Practical recommendations are provided for scaling these approaches and building a sustainable support structure for educators, with the aim of fostering deeper learning and greater student engagement in large engineering courses.
Elias Ali· Journal of Civil Engineering...· 0 citations
This study examines a persistent puzzle in active learning research in education: why do pedagogically sound interventions not always translate into perceived student value? We analyzed Information and Communications (ICT) Engineering students’ perceptions of three structurally distinct activities (weekly quizzes, individual concept maps, and a finance escape room) within a compulsory business course. Using bipolar laddering, 133 positive and 72 negative perception elements were mapped onto four dimensions of theSustainable Learning in Education (SLE) framework: renewal and relearning, transferability, independent and collaborative learning, and active learning. Self-regulated learning (SRL) functioned as the mechanism linking environmental dimensions to student agency and engagement. Students perceived all three activities as useful for examination preparation, but through different cognitive pathways. Quizzes supported distributed retrieval practice and were valued for re-attempts, though their usefulness declined with weak exam alignment or limited access. Concept maps enabled synthesis and relational understanding, yet received the lowest student endorsement, largely because in some instances student work was not returned post-submission. The escape room achieved the strongest and most consistent endorsement for exam preparation, with perceived limitations related only to activity duration and syllabus coverage. Activity alignment with SLE dimensions was uneven: quizzes aligned principally with renewal, concept maps with transferability, and all activities with independent and collaborative learning in distinct ways. Active learning was present throughout, but not uniform. The central finding was that perceived usefulness depended less on activity type than on feedback distribution and continuity. When feedback loops broke, perceived value declined. Together, the activities, therefore, form a complementary course-level feedback system. Through this case study, we identified five design recommendations to be implemented in the next edition of the course, positioning feedback as a system-level variable.
Asynchronous online learning has become a central component of higher education provision, offering flexibility for diverse student populations. However, maintaining a high-quality student experience at scale remains challenging. This presentation reports early findings of a SoTL project evaluating the experience of online students in a fully asynchronous, tutor-supported online learning model for Master’s courses in Business, Computer Science, Nursing, and Psychology, implemented at Sheffield Hallam University in partnership with Higher Ed Partners (HEP). This study examines online students’ perceptions of course design, delivery, and engagement. These students are typically mature learners, balancing study with work and personal commitments, and tend to prioritise flexibility and accessibility. Understanding their experiences is therefore critical to sustaining engagement and reducing dropout rates. Adopting a mixed-methods approach, this project draws on student surveys, focus groups, and learning analytics to examine patterns of engagement, satisfaction, and attainment across and between courses. The aim is to identify key strengths of our provision, which may include flexible learning structures and modular design, alongside challenges like feelings of isolation, varying levels of peer interaction, and differing expectations of tutor support. This presentation will also identify priority areas for enhancing student experience, considering how these improvements can be implemented as the provision scales. By focusing on the student perspective, this study contributes to emerging evidence on effective asynchronous learning design for intensive online models and offers practical recommendations for developing flexible, inclusive, and engaging online provision.
Mustafa Chaudry, Keith Harris, Diana Hintea et al.· Journal of Scholarship of Te...· 0 citations
Learning effectiveness in higher education continues to be a significant concern, particularly in learning environments that still rely heavily on lecture-based instruction. Although such approaches allow for efficient content delivery, they often limit student engagement and reduce opportunities for meaningful learning. This study aims to explore how active learning approaches can enhance learning effectiveness from the perspective of university students.A qualitative research design was employed to capture students’ experiences and perceptions of active learning. The study involved university students who participated in learning activities such as group discussions, collaborative tasks, problem-solving exercises, and reflective practices. Data were collected through classroom observations, reflective writings, and semi-structured interviews. The findings indicate that active learning fosters higher levels of engagement, encourages participation, and promotes deeper understanding of learning materials. Students also reported increased confidence in expressing ideas and a greater sense of responsibility toward their learning. In addition, active learning was found to support the development of critical thinking and the ability to connect theoretical concepts with real-life situations.Overall, this study highlights that active learning contributes to more effective and meaningful learning experiences by creating interactive, student-centered environments. It suggests that integrating active learning into higher education can support sustained engagement and improved learning outcomes
Vivi Ayu Lestari, Arif Budimansyah Purba, Ahmad Najib Mutawally et al.· Jurnal Pengabdian Masyarakat...· 0 citations
This article describes a semester-long implementation of pre/post-assessment cycles in an undergraduate Calculus I course. The activity was designed to address a common difficulty in lower-division mathematics courses: students often enter a new unit without knowing which prior ideas are relevant, which concepts deserve special attention, or how to judge their own progress before high-stakes exams. Brief pre-assessments were administered before major course units, and related post-assessment questions revisited key ideas after instruction. Students also completed short reflection prompts about what they learned, what remained challenging, and how their understanding changed. The paper analyzes student performance data, participation patterns, and reflective responses to examine how these cycles supported preparation, reflection, and learning. The study contributes a practical model for embedding low-stakes assessment and reflection into the regular structure of an undergraduate mathematics course.
Student engagement includes both the actions of students and the practices of institutions. Learning communities (LCs) are educational programmes that combine both curricular and co-curricular experiences for students and serve as a way to increase participation in high-impact practices to boost engagement and help students transition into university. This reflective case study offers a framework to enhance student engagement by providing targeted support strategies through the Central Academic Advising Learning Communities (CAALC) project at the University of the Free State (UFS). The article shows how themes of student engagement, supported by Astin’s Student Involvement Theory (SIT), were used to develop the said project for undergraduate students. Between 2022 and 2023, a total of 2,129 students from the residential communities and 927 students from the curricular and student-type communities participated in all the project initiatives. Residential communities are on-campus housing arrangements, where students enrolled in two or more shared programmes reside closely together. In contrast, curricular and student-type communities are tailored for specific groups, such as students who are co-enrolled in multiple courses (often from different fields) unified by a common theme, such as students with disabilities, commuter students, probationary students, and so forth. In the first two years of the project’s implementation, participation trends and feedback were collected at the end of each year, with the students’ voices informing the strategy for the following year. The results indicated that student behaviour, sense of belonging and peer support, learning outcomes, and institutional support influence students’ level of engagement in learning. The study recommends a framework that potentially enhances institutional perspectives on student engagement and could be used to support the creation of environments more conducive to learning and fostering a sense of belonging through intentionally designed initiatives and the sharing of effective, evidence-based practices.
Keitumetse Poen· Journal of Student Affairs i...· 0 citations