Abstract:

The benefits of active learning approaches in higher education are well documented and lead to increased learning gain and improved student experience. Many academics, independently or through institutionally supported interventions, have trialled active pedagogies in their teaching. Common approaches include using the flipped classroom methodology, where well-designed online learning supplements or replaces lectures enabling higher-value learning approaches in subsequent in-person activities. While seeking to employ more active teaching methods in higher education is admirable, the most effective pedagogies may necessitate investment in staff numbers, training, physical and digital estate and perhaps most importantly, a change in teaching and learning culture.

For Science, Technology, Engineering and Mathematics (STEM) based subjects, a vital aspect of the educational design in programmes are laboratory classes. Laboratory sessions underpin theoretical concepts developed in taught sessions, and STEM students can develop their subject-specific professional practice and practical skills. However, given their physical nature and small group setting, do traditionally designed laboratory classes meet their potential in enabling a deep understanding of the subject matter and a broader skillset best developed using active learning pedagogies?

Laboratories are usually a key part of STEM undergraduate programs so rather than investing in staff and new spaces to transform the theoretical classroom, is it better to initially maximise active learning in laboratory classes? In this paper, we suggest that laboratory learning designs can be quite traditional, and there may be opportunities to refresh them. We present ideas for implementing high-value active elements and other pedagogically sound interventions in labs, including the flipped classroom; problem-based learning; role-playing and scenario-based learning; design-based learning; spaced repetition via flexible multi-modal delivery and the testing effect. We conclude that a critical ingredient for success in redesigning traditional labs is utilising the power of modern learning management systems (LMS) such that students accessing the blend of different lab activities may seamlessly switch between media types and supporting software. Using the LMS also improves students' digital skills, preparing them for professional practice.

Keywords:

Active learning, laboratories, STEM, LMS.