Active Learning Curriculum Design: Insights Through Teacher Educators’ Lens

Abstract

Research has demonstrated the value of active learning, such as flipped classrooms and inquiry-based learning. In higher education, there is a growing investment in Active Learning Classrooms (ALCs) designed for supporting these approaches and maximizing their benefits. However, designing curriculum for these spaces poses challenges to instructors, beginning with their own understanding active learning, how to effectively use physical classroom space, and how to design and implement new teaching strategies. This study seeks to inform our understanding of how teacher educators design active learning curriculum for their own courses, with the ultimate goal of informing the development of a curriculum authoring environment to support instructors in their design. The research is centered around the interview of two experienced teacher educators at a Canadian University, who provide insight into their active learning course design processes. The findings highlight how educators integrate active learning into their pedagogy, revealing strong interest in spatial and technological elements, yet facing implementation barriers. This study aims to deepen our understanding of teacher educators’ curriculum design processes and provide a foundation for future support that empowers them to effectively utilize active learning classrooms.