They are to work together in order to do this, in some modules this works very well with students working together to answer the questions and going through them at the end of the session with groups assigned a question to share back to the room.

However sometimes TBL does not work so well. Sometimes students have access to the tutorial materials ahead of time. This means some students tend to complete the activity individually and then ends up giving the answers to the rest of the room rather than the group working as a team to formulate answers. This happens most frequently in Anatomy tutorials due to having 30 minutes per question sheet and limited time. This can then undermine the TBL element of active learning that AMS tutorials focus on so the active learning process is not fostered as well as it could be.

One of my go-to strategies is case-based learning, where students analyse real-world legal disputes and apply legal reasoning to solve problems. This not only reinforces their knowledge but also sharpens their analytical and argumentation skills. I also incorporate mock contract negotiations, where students take on the roles of legal advisors and clients, negotiating agreements based on contract law principles. These exercises make legal theory more tangible and practical, preparing students for real-world legal practice.

To encourage active participation, the department promotes the use of a flipped classroom approach. Students engage with reading materials and recorded lectures before class, allowing for more in-depth discussions and problem-solving during our sessions. This method fosters independent learning, giving students the confidence to contribute actively.

I also integrate collaborative problem-solving tasks, where small groups tackle hypothetical legal disputes, applying statutory and case law to reach reasoned conclusions. This helps students learn from different perspectives, enhancing their legal reasoning and teamwork skills.

Recognising that students learn in different ways, I use a multimodal approach. Some students engage best through visual aids, so I provide case summaries, infographics, and videos. Others prefer written materials or podcasts. However, for now, I make available only written materials to ensure accessibility. From the study today, I intend to include podcasts going forward. Using different learning formats ensures that all students can interact with the material in a way that suits their learning style.

Challenges I Face

Despite the benefits, implementing active learning in legal education comes with challenges. One of the biggest hurdles is balancing inclusivity and engagement. While some students thrive in discussion-based learning, others feel intimidated by speaking in class. To ensure inclusivity, I offer multiple ways to engage, such as anonymous Q&A platforms and online discussion boards, allowing students to contribute comfortably.

Another challenge is ensuring that all students participate equally in group activities. Some students tend to dominate discussions, while others are hesitant to contribute. To mitigate this, I assign structured roles within groups—such as researcher, presenter, and note-taker—to ensure that everyone has a defined contribution.

Additionally, ensuring constructive alignment between activities and assessments is an ongoing process. I strive to ensure that the learning activities are clearly linked to learning objectives and assessments so that students understand the relevance of what they are doing.

Finally, time constraints can make it difficult to implement active learning in large classes. I work around this by incorporating short, focused activities within lectures rather than overhauling the entire structure. Even a 10-minute case analysis discussion or a quick legal debate can significantly enhance engagement without requiring major changes to the curriculum.

Final Thoughts

Active learning makes legal education more engaging, practical, and inclusive. By creating opportunities for students to apply legal concepts, we equip them with skills that go beyond theoretical knowledge. However, ensuring equity in participation, aligning activities with assessments, and managing time effectively remain areas for continuous improvement.

If they don’t have an individual assessment to work on, I design the session as case-based learning, where they need to find and evaluate evidence on a clinical scenario. This type of session in particular requires consultation with the module lead, to ensure the case topic is of relevance. It is also necessary to clarify the link between my session and the wider curriculum, and to provide examples of how the skills developed in that session can be applied in other contexts thourghout the programme. Otherwise, the session might be perceived as abstract and irrelevant by students, who will not engage.

I encourage active participation by leading group discussions on the type of evidence that can be found and the best sources of information to prioritise. I then structure group and peer activities to work our way through the clinical case, and identify different types of evidence in support of an answer. Final conclusions are usually addressed in plenary, however, this approach sometimes means that the same students tend to be active while the majority doesn’t engage. So I have recently made more use of Padlet and Quizlet to gather answers and compare ideas. This is especially useful when I work with larger cohorts such as MBChB.

In some instances, I have tried the flipped-classroom approach, however, the engagement so far has been poor. One of the reasons might be that my session is not a regular occurrence in their programme, and flipped approaches require consistency so that students get used to them. I also need the module lead’s support in the form of Blackboard announcement; generally speaking, if they instruct students to complete an activity prior to the session, they are more likely to do it. Most recently, I have used this approach for a critical appraisal workshop. Students had to read a research article in advance and identify some key information. We then further analysed the research in class, applying a checklist tool. I have another such workshop coming up, so I will ensure students are reminded of the preparatory activities, but I will also plan for extra time at the beginning, as there are always some students who haven’t familiarised themselves with the research yet.

Overall, I can identify several ways in which I apply active learning strategies in my practice, but there is also clear scope for improvement.

Active learning is central to my teaching philosophy, enhancing student engagement in sustainability and energy management. At De Montfort University (DMU) and Nottingham Trent University (NTU), I use Problem-Based Learning (PBL) and Project-Based Learning (PjBL) to encourage critical thinking, collaboration, and real-world problem-solving (Wiek et al., 2014). A key example is my integration of RET-Screen® and HOMER-Pro Energy Engineering Software, which allows MSc students to conduct techno-economic analysis (TEA), life cycle assessment (LCA), and renewable energy feasibility studies

I facilitate interactive and inclusive seminars using group discussions and case studies to link theoretical knowledge with practical sustainability challenges (Sterling, 2021). Given my diverse student cohort (80% international students), I apply relational learning techniques to ensure engagement across different cultural and academic backgrounds (Ely, 2018). Short quizzes and discussions provide immediate feedback, reinforcing learning outcomes (Biggs, 2014).

Challenges in Active Learning Implementation

Despite its effectiveness, student resistance to non-traditional pedagogical approaches remains a challenge. Some students struggle with open-ended PBL activities, preferring traditional assessment methods (McEwen et al., 2024). To address this, I scaffold learning with clear objectives and structured guidance.

Balancing inclusivity and technical rigor also presents difficulties. Advanced tools like RET-Screen require additional tutorials and workshops to support students with varying backgrounds (Hubbard & Gawthorpe, 2024). Time constraints in curriculum design and assessment alignment further challenge PBL implementation, which I mitigate through constructive alignment strategies (Biggs, 2014).

Within my practice, I have also utilised technology including interactive polls using Vevox and MS forms. This is often after they have had asynchronous material, as the interactive lecture or workshop is an opportunity for them to test their knowledge and help maintain student engagement.

Challenges I have faced when using active learning in practice are the layout of the room I am teaching in and the use of technology. For the de-brief in simulation, when sat in a circle this helps to maintain engagement within the group. However, due to the layout of the rooms I am teaching in, this can be difficult which can make it difficult for everyone to fit properly into the circle setup. When using technology for active learning, I have found that sometimes it has not worked properly when teaching students. This can be annoying and at times I have found that students are less engaged if the technology is not working properly.

1. Case Study Integration: In my one-hour teaching session on using NVivo for engineering management master students, I integrated a case study at the beginning of the lesson. This allowed students to engage with the material actively and reflect on their discussion experiences as the lesson progressed.

2. Purposeful Case Selection: I chose a multiple-method research case to expose students to a variety of research choices they might consider for their own projects. This approach broadens their understanding and prepares them for diverse research scenarios.

3. Simplification for Accessibility: Recognizing the students' basic understanding level, I simplified a real research case used in a publication to make it more accessible. This demonstrates how to adapt complex research methods for practical use in their master's dissertations.

4. Generative AI Demonstration: I used a generative AI tool to show students how they can adapt methods from published research to their own work, making the process more relatable and innovative.

5. Question-Based Learning: I connected the case study to key teaching concepts by using questions, encouraging students to think critically and apply their knowledge during the session.

Challenges I Faced:

1. Time Constraints: Balancing the breadth of content with active learning activities within a one-hour session was challenging. For example, allocating only 10 minutes for a discussion on 4-5 questions was insufficient for meaningful engagement.

2. Lecture Room Environment: Delivering the lesson in a large lecture room designed for hundreds of students created an uncomfortable environment for active participation. Students were hesitant to speak up, and only one student actively engaged during the case study discussion. This highlights the difficulty of fostering interaction in large, impersonal settings.

Suggestions for Improvement:

• Adjust Time Allocation: I could consider extending the discussion time or reducing the number of questions to allow for deeper engagement. Alternatively, I could use breakout groups in smaller settings to encourage participation.

• Adapt to the Environment: If possible, I could use smaller classrooms or online platforms that facilitate interaction. Alternatively, I could incorporate digital tools like polling or chat features to encourage shy students to participate.

• Pre-Session Preparation: I could provide students with the case study and questions beforehand to allow them to prepare, making in-class discussions more efficient and productive.