Opinion Piece: Unlocking Potential: Active Learning and the Transition to University
Wendy A. Garnham
Imagine the situation. A student arrives at their first seminar. They know no one else in the room. They are not sure what to expect, and the atmosphere is one of anxious anticipation. How do we effectively unlock the gate that allows students to move away from this quiet trepidation to a world where they feel a sense of belonging and can engage in shared discovery? I argue that active learning is the key.
Traditional methods of disseminating information reinforce a distance between students and the ‘expert’ tutor. Knowledge is seen as something to be delivered rather than discovered. Such approaches have been shown to actually decrease students’ sense of belonging (Li, Bernardi & Burkholder, 2024).
Active learning, in contrast, places students at the centre of the learning experience. They learn from and with each other through discussion, debate, and participation in shared tasks. When students engage actively, they begin to build relationships, find their voice and begin to feel like a valued member of a learning community. Narla et al. (2025) reported that students felt more valued and accepted when active learning was used frequently. This can be the make or break of successful transition.
There is an added bonus, too, in that active learning supports students to value the process of learning more than just focusing on their grades (Scager et al., 2016). I am sure we have all heard the question ‘What do we need to know to pass the exam?’. Active learning enables us to move beyond that to support students in developing skills of critical thinking, creativity and reflection, all of which are invaluable in a rapidly changing world.
Let’s not assume that it is simply students that benefit. As educators we have to be prepared to take risks and model the learning process ourselves. Le Fevre (2014) argues that the fear of losing control is often an inhibiting barrier. However, embracing active methods can lead to a greater sense of efficacy in the role, better dialogue with students and better feedback (Copridge, Uttamchandani & Birdwell, 2021).
So, what is my call to arms? It is this: In unlocking participation and engagement, we unlock potential. With active learning, transition is not merely a question of stepping into a new institution – it is about immersing ourselves into a new world of possibilities. Curiosity is supported and extended, creativity is showcased, and our role, whether student or staff, becomes that of an innovative architect of the learning journey.
References
Copridge, K. W., Uttamchandani, S., & Birdwell, T. (2021). Faculty reflections of pedagogical transformation in active learning classrooms. Innovative Higher Education, 46(2), 205-221.
Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk. Teaching and Teacher Education, 38, 56-64.
Li, Y., Bernardi, R. C., & Burkholder, E. (2024). The effects of active learning on students’ sense of belonging and academic performance in introductory physics courses. European Journal of Physics, 45(4), 045705.
Narla, A. V., Edwards, M. M., Bullard, E., Petrie, K. L., & Heinrichsen, E. T. (2024). Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study. Journal for STEM Education Research, 1-21.
Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative learning in higher education: Evoking positive interdependence. CBE—Life Sciences Education, 15(4), 69.
Tasler, N., Dale, V. H. M., Breslin, M., Charters, M., Docherty, F. T., Karlsson, P. S., Karadaglic, D., Reid, D. & Robertson-Kirkland, B. (2023). Risks, reflection, rewards, and resistance: Academic perspectives on creative pedagogies for active learning. Journal of Perspectives in Applied Academic Practice, 11(3).
About the author
Professor Wendy Garnham is Professor of Psychology at University of Sussex. She is a National Teaching Fellow and co-founder of the international Active Learning Network. Wendy is a Senior Fellow of Advance HE and a Fellow of SEDA, and has published a number of authored and edited books on everything from active learning to social psychology.
