5 Shifting Student Mindsets

An essential component of active learning is the active engagement of students. Students, however, may enter their programme or course of study with certain expectations about what that experience will be and what ‘good’ teaching is, based on previous learning experiences and other influences. These ideas may not align to the experience of active learning. We can however contest unhelpful preconceived ideas as part of our systems thinking lens (Section 1) where we address attitudes and beliefs about learning as we seek to win student hearts and minds.

Garnham in her call to arms promotes the idea that active learning is crucial to the transition to university because active learning supports students to develop skills and attributes such as critical thinking and creativity. Active learning is able to develop a sense of engagement and belonging. This is echoed by Robertson, who gives us a student view of how active learning can build community.

To support students to become active learners requires that we first acknowledge that active learning may take our students into an uncomfortable place. Roberston talks about an initial fear of having ideas dismissed: students may fear failure and be worried about making mistakes (or ‘getting it wrong’), they may be uncomfortable collaborating in groups or find articulating their ideas in public challenging. The chapter by Zevgoli addresses the question of student hesitancy and resistance to active learning and argues that students are more open to active learning if the environment is supportive, safe and inclusive. Within the chapter activities are suggested to develop an environment where students feel able to make mistakes, share ideas and look at issues from multiple viewpoints. These activities are designed so that students feel more confident as active learners and, as Garnham explains, valued members of the community.