A Framework for integrating Active Learning principles in Lecture-Based Teaching: Opportunities and challenges.

Abstract

Purpose: This review examines the integration of active learning strategies within traditional lecture formats in higher education, focusing on enhancing student engagement and academic outcomes.

• Methodology: A comprehensive literature search was conducted in key academic databases including PubMed, ScienceDirect, EBSCO, and ProQuest, covering publications from the past ten years. Relevant articles on the integration of active learning strategies within traditional lecture formats were screened for inclusion based on their focus, methodology, and contribution to the topic. The selected studies from diverse disciplines such as medical, dental, and STEM education were then analyzed. The review synthesizes theoretical foundations, empirical findings, and practical considerations to evaluate the effectiveness and implementation of active learning approaches in traditional higher education lectures.


• Findings:Active learning approaches significantly improve both student satisfaction and performance. Multi-dimensional engagement like behavioral, cognitive, emotional, social with skilled facilitation are critical to maximizing the benefits of active learning principles within traditional lecture settings.

Implications: Challenges related to curricular constraints, physical classroom design, resource allocation, and faculty workload are identified. Strategies to overcome resistance among instructors and learners include comprehensive faculty development, peer mentoring, and institutional support. These insights provide guidance to sustain pedagogical innovation and enhance educational quality across varied contexts