Hancock, LM (2021) Chemistry Students' Perceptions of 'Active Learning'. Journal of Academic Development and Education (13). ISSN 2051-3593

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Whilst active learning strategies have been gaining increasing attention over recent years, the traditional lecture has remained commonplace in higher education teaching. However, the Covid-19 pandemic has provided stimulus for educators to re-examine the most effective way to teach their subject with spotlight on active learning strategies. This article explores chemistry students’ understanding of the term ‘active learning’; the main features and how this relates to the learning that occurs in lectures. It also encourages contemplation about post-pandemic teaching and learning – should we remove lectures completely or is further consideration required?

Item Type: Article
Additional Information: This is the final published version of the article (version of record). It first appeared online via Keele University at https://doi.org/10.21252/jgjp-jk03 - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: higher education, learning, active learning
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Natural Sciences > School of Chemical and Physical Sciences
Depositing User: Symplectic
Date Deposited: 21 Oct 2021 12:06
Last Modified: 21 Oct 2021 12:15
URI: https://eprints.keele.ac.uk/id/eprint/10175

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