Empowering Students Through Active Learning

25 February 2026

Empowering students through active learning

Authors

Chrissie Draper
Higher Education Advanced Practitioner, Derby College

Ella Whitehead
Higher Education Academic Coach, Derby College

Further education colleges (FECs) are vital to widening participation in higher education (HE) among underrepresented social groups. Yet college-based HE (CBHE) remains under researched and can often be overlooked in HE policy and practice.

College Based Higher Education (CBHE) plays a crucial role in broadening access to Higher Education (HE), specifically for learners from underrepresented social groups (Bathmaker, 2016; Webb & Ha, 2024). Currently, 149 out of 218 colleges are registered as higher education providers in the UK.

At Derby College Group (DCG), approximately 60% of HE students fall under widening participation in regard to disadvantaged backgrounds (DCGAPP, 2026). This emphasises the importance of student engagement which connects students deeply with their learning. Research confirms that FE colleges play a key role in widening participation by offering more varied, flexible, and locally accessible higher education pathways, particularly for under-represented learners.

Derby College Criminal Justice (CJ) & Sports Coaching, Performance and Education (SC) level 4 staff and students participated in the first Cycle of Collaborative Observation (CoCO), one of which demonstrated the power of collaborative learning.

CJ Students were tasked with creating interactive essay plans through paired presentations, a method initially met with apprehension. The participating students expressed anxiety about presenting in front of peers, fearing mistakes or embarrassment. The session revealed a remarkable transformation, students presented confidently, engaged with case studies, and responded effectively to questions.

SC students participated as observers. Students became co designers in a pedagogical approach. Although students were hesitant, students’ involvement highlighted the benefits of shifting from lecture led sessions to a student led HE classroom.

This approach aligns with constructivist principles, with students fully immersed in active learning coupled with peer knowledge exchange. To understand the full impact of this initiative, it’s essential to capture the voices of both students and staff, reflecting their experiences and insights.

STUDENT

“Using tools like Canva and Gamma boosted my confidence and improved my digital skills it made learning more engaging and interactive.”

STUDENT

"Working with peers helped me feel more confident about sharing my ideas and presenting”

STUDENT

"Sharing ideas in pairs made the task less stressful and more enjoyable."

STUDENT

"What began as observation evolved into co-design, bringing the lesson to a dynamic, student-led lesson."

STUDENT

"What began strange to be the observer motivated us to be more involved in the session."

STUDENT

"A space where students influence and design our own learning journey."

STAFF

“We realised that progression barriers often stem from limited digital confidence embedding technology into lessons is now essential for student success."

STAFF

"Seeing students take ownership of their learning reminded us how powerful engagement can be in transforming the HE classroom."

STAFF

“Observing students co-design their learning journey highlighted the need for us to rethink traditional teaching models."

STAFF

"Student-led activities brought the classroom alive, shifting our role from lecturers to facilitators of deeper learning."

The first cycle of CoCO highlighted that collaborative learning not only strengthens subject knowledge but also develops transferable skills such as communication and teamwork skills essential for employability. Future iterations could refine the process by reducing the number of presentations per session to allow deeper discussion and feedback, maximising the pedagogical benefits of reflective dialogue.

Beyond the classroom, collaboration with the QAA Project with similar CBHE has proven vital for addressing systemic challenges. This initiative with Derby College staff and students reflects a broader trend towards networked models of provision that transcend institutional silos. By pooling expertise and resources, this is the beginning to create a coherent framework that will benefit current and future students navigating the complex CBHE educational landscapes.

Furthermore, this experience has provided opportunities for HE teaching staff to raise awareness of the complex nature of transitioning students into non-traditional higher education and contribute to scholarly outputs and enhance professional development.

Through CoCO, it is clear what unites this initiative is a recognition that collaboration among students, staff and other institutions is not merely a strategy, but is an essential cultural shift in CBHE.

The evidence of the classroom culture transforming anxiety into confidence packed with active student engagement. Moreover, at the institutional level, it drives systemic improvements in widening participation that expands access and equity.

As CBHE faces challenges of digital transformation, economic uncertainty, and evolving learner expectations, this collaborative practice will be key to resilience and relevance.

For college based HE community, the message is clear: collaboration should not be optional, but a foundational necessity for the future of higher education courses.

References

Bathmaker, A.M. (2016) ‘College-based higher education: distinctive, inclusive and critical?’, Higher Education Research & Development, 35(5), pp. 869–882.

DCG. (2026) Access Participation Plan. Derby College Group. [Online] Available at: Access and Participation Plan 2026-27 to 2029-30 - DCG Accessed 10/01/26