Trends of Active Learning in Higher Education and Students’ Well-Being: A Literature Review

Abstract

This literature Review had the purpose of inspecting how the use of active learning methodologies in higher education can impact students’ Well-being. Considering the Heads of State meeting at United Nations Headquarters on September 2015, in which the 2030 Agenda for Sustainable Development was adopted by all United Nations Member states, this literature review is limbered to the time period between September 2015 and September 2021. A Previous research focused on reviews was made to support the conceptual framework. The search was done in two databases - Web of Science main collection and Scopus - by two researchers autonomously, using the following search criteria: “higher education AND active learning AND student AND wellness OR well-being OR wellbeing.” The studies section attended the following inclusion criteria: (i) published in peer-reviewed journals; (ii) empirical studies; (iii) written in English, French, Portuguese or Spanish; (iv) open access full text; (v) Higher education context; and (vi) focused on the topic under study. The search provided 10 articles which were submitted to an inductive thematic analysis attending to the purpose of this review, resulting in two themes: (i) students’ well-being during confinement; (ii) methodological solutions for students’ well-being. Data show that the use of active methodologies, as digital technologies, and the incorporation of some practice as physical activity and volunteering seems to benefit students’ well-being, namely in their academic achievement, physical, emotional, and social life, and empower them to the professional future with multi-competencies. Higher education institutions need to understand the value of active learning methodologies in sustained education and promote them in their practices.

Enhancing academic performance and student engagement in health education: insights from Work Station Learning Activities (WSLA)

“…A solid understanding of the theoretical framework allows students to approach the practical aspect with a deeper understanding of the scientific principles involved. This not only enhances the learning experience, but also promotes a deeper understanding of the subject matter [20].…”

“…In addition, the increase in grades suggests that an active learning intervention facilitated deep learning and student engagement. Interactive and participatory teaching methods tend to foster a deeper connection with the subject matter, encouraging students to invest more effort and attention in their studies [19][20][21].This active involvement enhances their learning experience and has a positive impact on academic performance. In addition, the observed improvement in grades may indicate the development of critical thinking skills and deeper conceptual understanding amongst students.…”

Pre-Service Teachers’ Perceptions on Active Learning Strategies in Online Classrooms

“…According to numerous studies, online teaching requires different approach skills, especially in the areas of pedagogy and technology (Cutri and Mena, 2020;Răducu et al, 2021). For example, some research studies focused on online teaching readiness in K-12 classrooms (Howard et al, 2020), while others focused on students' online readiness (Hung et al, 2010;Rippé et al, 2021;Ribeiro-Silva et al, 2022;Reister and Rook, 2021). The findings of the studies indicate that the majority of the teachers lacked the competence to teach online due to the of lack technological or pedagogical skills required for online teaching, or both.…”

Persepsi Mahasiswa Program Studi Manajemen terhadap Penerapan Student-Centered Learning dalam Upaya Pelaksanaan Pembelajaran Aktif

“…Lebih lanjut lagi, Umbach dan Wawrynzki (2005) dan Misseyanni et al (2018) menyimpulkan bahwa mahasiswa dari perguruan tinggi yang menerapkan metode pembelajaran aktif mengalami peningkatan pada tingkat keterlibatan, perkembangan sosial, pengetahuan umum, dan keahlian praktis daripada mahasiswa yang belajar di lingkungan yang tidak menerapkan pendekatan metode. Lebih lanjut lagi, Ribeiro-Silva et al, (2022) mengungkapkan bahwa penggunaan metode pembelajaran aktif di pendidikan tinggi berdampak positif terhadap prestasi akademik, fisik, emosional, dan kehidupan sosial mahasiswa.…”