Keele Research Repository

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?