Active Learning in Higher Education

Scope & Guideline

Transforming Higher Education through Active Engagement

Introduction

Delve into the academic richness of Active Learning in Higher Education with our guidelines, detailing its aims and scope. Our resource identifies emerging and trending topics paving the way for new academic progress. We also provide insights into declining or waning topics, helping you stay informed about changing research landscapes. Evaluate highly cited topics and recent publications within these guidelines to align your work with influential scholarly trends.
LanguageEnglish
ISSN1469-7874
PublisherSAGE PUBLICATIONS INC
Support Open AccessNo
CountryUnited Kingdom
TypeJournal
Convergefrom 2000 to 2024
AbbreviationACT LEARN HIGH EDUC / Act. Learn. High. Educ.
Frequency3 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2455 TELLER RD, THOUSAND OAKS, CA 91320

Aims and Scopes

The journal 'Active Learning in Higher Education' focuses on the advancement of pedagogical practices and research in higher education, emphasizing student engagement and innovative teaching methodologies. It aims to explore the dynamics of learning environments, the role of instructors, and the impact of various instructional strategies on student outcomes.
  1. Active Learning Strategies:
    This includes research on diverse methods that promote student engagement, such as collaborative learning, flipped classrooms, and peer-assisted learning.
  2. Technology Integration:
    The journal addresses the incorporation of technology in education, examining tools and platforms that enhance learning experiences, including online quizzes, social media, and interactive storytelling.
  3. Assessment and Feedback Mechanisms:
    It explores innovative assessment methods and feedback processes, focusing on how these practices affect student motivation, learning outcomes, and self-regulated learning.
  4. Instructor Perspectives and Pedagogical Development:
    Research in this area examines faculty attitudes towards teaching practices, their experiences with active learning, and the professional development needed to implement effective pedagogies.
  5. Student Experience and Engagement:
    This includes studies on student perceptions, engagement strategies, and the impact of classroom environments on learning, highlighting the student voice in educational practices.
The journal has witnessed the emergence of several trends in recent years, reflecting ongoing changes in higher education dynamics and the increasing emphasis on student engagement and technology-enhanced learning. These emerging themes indicate the evolving landscape of active learning practices.
  1. Interdisciplinary Collaboration:
    There is a growing emphasis on interdisciplinary learning and collaboration among students, encouraging diverse perspectives and collective problem-solving.
  2. Online and Hybrid Learning Modalities:
    Research focusing on online and hybrid learning environments has surged, particularly in response to the COVID-19 pandemic, highlighting the need for effective engagement strategies in virtual settings.
  3. Student-Centered Learning Approaches:
    An increasing number of studies are exploring student agency, voice, and self-regulated learning, emphasizing the importance of involving students in their educational processes.
  4. Gamification and Interactive Learning Tools:
    The application of gamification and interactive tools in educational settings is on the rise, as educators seek to enhance motivation and engagement through innovative methods.
  5. Mental Health and Wellbeing in Education:
    Recent publications indicate a growing concern for student mental health and wellbeing, exploring how educational practices can support students' emotional and psychological needs.

Declining or Waning

While the journal has consistently focused on active learning, certain themes appear to be declining in prominence based on recent publications. These waning scopes may reflect shifts in educational priorities or emerging trends overshadowing previous areas of interest.
  1. Traditional Lecture Formats:
    As the focus shifts towards more interactive and student-centered learning strategies, the exploration of traditional lecture formats has decreased, indicating a decline in interest in passive learning methods.
  2. Static Assessment Methods:
    Research on conventional assessment methods, such as standardized testing, appears to be less frequent, as more innovative and formative assessment approaches gain traction.
  3. Teacher-Centric Approaches:
    There is a noticeable decline in studies focusing solely on instructor-led teaching methods, as the emphasis on student agency and active participation continues to rise.
  4. Generalized Learning Theories:
    While foundational learning theories are still relevant, specific applications of these theories in higher education contexts seem to be less frequently addressed in recent publications.
  5. Disciplinary-Specific Pedagogy:
    Research that solely focuses on pedagogical practices within specific academic disciplines is becoming less common, as interdisciplinary approaches and collaborative learning gain more attention.

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