Beyond the Traditional Lecture: A Collaborative Autoethnography on Embedding Active Learning in Academic Development

This chapter explores how a team of Lecturers in Academic Development at a UK Russell Group university embedded active learning strategies in their academic development programmes. Using collaborative autoethnography, the authors reflect on their experiences and analyse participant feedback to assess the impact of their approaches. The chapter argues that modelling active learning in academic development programmes is essential for encouraging staff to adopt these methods in their own teaching. Drawing on social constructivist learning theory, threshold concepts, and reflective practice, the authors examine both the benefits and challenges of active learning. These include institutional barriers such as faculty resistance and workload pressures, as well as personal barriers rooted in prior educational experiences and perceptions of authority in the classroom. The chapter also highlights the emotional and affective dimensions of active learning, emphasising the importance of fostering safe, inclusive learning environments. The chapter concludes by encouraging HE institutions to invest in academic development and integrate active learning more systematically to create sustainable, inclusive, and transformative educational experiences.