Creating a safe climate for active learning and student engagement: an example from an introductory social work module

This article explores the experiences
of students who participated in a series of seminars that employed active
learning methodologies.   The study on
which the article is based involved two parts. Firstly, students completed a
questionnaire after each seminar, resulting in 468 questionnaires. Secondly,
nine students participated in a focus group where the questionnaire findings
were explored. The research findings suggest that the students were highly
engaged and that the mix of 'doin', 'observing', and 'reflecting' (Fink 2003)
contributed to their engagement. However, in addition, the students'
perspectives suggested that the learning environment in which the seminars took
place was of particular importance. Overall, the study highlights that while
active learning methodologies contribute to student engagement, the atmosphere
in which the methodologies are used is also of central importance. Therefore,
as well as paying attention to the cognitive aspects of learning, teachers need
to consider the affective domains.