Enhancing Student Learning through LCC’s Active Learning Framework: A Pedagogical Approach for Adult or Widening Access Mature Students.

Resumen

Drawing upon contemporary learning theories and empirical research, this article evaluates the foundational underpinning, role and implementation challenges of Active Learning Framework (ALF) for Widening Access Mature Students (WAMS) at London Churchill College (LCC) in enhancing student engagement, retention, and academic performance. The study provides an evidence-based theoretical foundation for the design of the ALF and offers recommendations for its effective implementation within higher educational pedagogy for adult in general but with particular focus for WAMS citing references to key findings from recent research on adult learning strategies, and personalised pedagogical approaches.

This article explores the principles, methodologies, and implications of ALF in the context of higher education. The framework encapsulates and promotes active learning by incorporating interactive learning, real-world applications, and continuous formative assessments to create an active and dynamic academic environment.