Active learning framework and the learning experiences of widening access mature students at London Churchill college
Protocol for an exploratory sequential mixed-methods study
Bibliographic Data
| ID | 22165402 |
|---|---|
| Authors | Nazim Uddin (0000-0002-0257-0491, London Churchill College, corresponding author) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-07-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1762263 |
| OpenAlex | W7167695938 |
| Language | EN |
| References cited | 43 |
Introduction Widening Access Mature Students (WAMS) represent a strategically important yet structurally disadvantaged group in higher education. London Churchill College (LCC) based in London, UK has developed an Active Learning Framework (ALF) explicitly designed to draw on students’ life and work experience, but this framework has not yet been evaluated systematically. Aim This protocol paper outlines the study design for the exploratory sequential mixed-methods study to investigate the implementation, mechanisms and outcomes of LCC's ALF and to evaluate its effectiveness as a pedagogical model for a diverse, predominantly mature student body. Design The protocol for the study outlines an exploratory sequential mixed-methods design underpinned by a pragmatic paradigm. Phase 1 comprises qualitative interviews and focus groups exploring students’ experiences of ALF, pedagogy and teaching approaches. Phase 2 develops and validates a survey instrument measuring engagement, self-efficacy, relevance, belonging and satisfaction. Phase 3 implements a quasi-experimental crossover design, within-tutor comparison of ALF and lecture-led pedagogy across parallel units, integrating pre- and post-tests, delayed retention tests and structured classroom observations guided by the ICAP framework. Outcomes This protocol is published prior to substantive data collection so that the design, theoretical assumptions, outcome measures and analytic procedures can be scrutinised independently of eventual findings. The primary outcomes of the main study are learning gains, delayed knowledge retention and multidimensional engagement. Secondary outcomes include attendance and module satisfaction. Multilevel modelling will account for clustering of students within tutor groups, and qualitative data will be analysed using reflexive thematic analysis. Originality and significance The study integrates adult-learning theory and cognitive engagement frameworks in evaluating an institutional ALF within a widening-participation college, with a specific focus on WAMS but including all students enrolled on relevant modules or programme units. Findings are intended to inform curriculum design, staff development and sector-wide debates on inclusive pedagogy
Attendance · Disadvantaged · Experiential learning · Focus group · Qualitative property · Reflexivity · Thematic analysis · TUTOR · Higher Education Learning Practices · Higher Education Practises and Engagement · Higher Education Research Studies
Active‐Constructive‐Interactive
Critical Inquiry in a Text-Based Environment
Eliciting Self‐Explanations Improves Understanding
Self‐Explanations
The Icap Framework
Academic self-efficacy and first year college student performance and adjustment.
Where's the evidence that active learning works?
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math
Active learning increases student performance in science, engineering, and mathematics
G*Power 3
Achieving Integration in Mixed Methods Designs—Principles and Practices
School Engagement
The Digital Transformation of Higher Education Teaching
Barriers to student active learning in higher education
Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences
Instruments for obtaining student feedback
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Transforming marginalised adult learners’ views of themselves
Scale Development Research
Boundary Crossing and Boundary Objects
It all just clicked
| Highly cited | No |
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