Inside an active learning classroom
Students’ perspectives
Bibliographic Data
| ID | 12924778 |
|---|---|
| Authors | Olesya Smagina (0000-0002-8567-9790, corresponding author), Шахноза Асадова (0009-0002-7444-7262) |
| Year | 2025 |
| Volume | 18 |
| Issue | 1 |
| Pages | 112-130 |
| Publication date | 2025-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Learning and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1755-2281 • E-ISSN: 1755-2273 |
| Publisher | Berghahn Books (PUBLISHER • GB) |
| DOI | 10.3167/latiss.2025.180107 |
| OpenAlex | W4411341774 |
| Language | EN |
| References cited | 19 |
This article reports a small-scale case study implemented in a higher education institution that fosters students’ active construction of knowledge. The research was conducted at an international university in Uzbekistan, with the primary objective of exploring and analysing the students’ attitudes towards active learning classrooms. The learning scenario was created and used with three distinct groups of students. Data regarding the students’ experiences during the active learning exercises were gathered through a questionnaire and focus group discussions. The results of data collection were supportive of active learning, indicating that scenario activities enhance the educational process by making it more interesting and engaging. The study recommends promoting active learning approaches while considering the continuously evolving educational trends of the current student generation
Active learning (machine learning · Mathematics education · Pedagogy · Sociology · Computer Science · Online and Blended Learning · Psychology · Artificial Intelligence
Handbook of Research on Student Engagement
Student engagement with school
The national survey of student engagement
Newly qualified teachers’ professional digital competence
Relationships Matter
How college affects students
Internationalization of higher education in Uzbekistan
Barriers to student active learning in higher education
Student Attitudes Towards Approaches to Learning and Assessment
Self-Directed Learning and the Sensemaking Paradox
The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it
Learner-centred education in international perspective. Whose pedagogy for whose development
A stepping stone to the “West”
Rethinking Connections Between Research and Practice in Education
Mapping research in student engagement and educational technology in higher education
Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging
| Citation velocity | historical |
|---|---|
| Highly cited | No |