Akademik Veri Yönetim Sistemi
Scandinavian Journal of Educational Research, 2025 (SSCI, Scopus)
Active learning (AL) is widely endorsed for its educational benefits, yet its practical application can be complex. This study explores how undergraduate nursing students experience AL within a semester-long course. Using a narrative inquiry approach, data were collected through reflective letters and semi-structured interviews. Findings reveal a rich tapestry of perceptions: students appreciated opportunities for engagement and professional growth but also voiced challenges, including unclear educator roles, group work difficulties, and emotional fatigue. Importantly, students provided thoughtful recommendations to enhance AL, emphasizing the need for improved group dynamics and active educator involvement. Structural and thematic analyses uncovered both the potential and the pitfalls of AL strategies, particularly within crowded and resource-limited classrooms. The study underscores the value of listening to student voices to develop responsive, flexible teaching practices. By examining the nuanced realities of AL, this research contributes to refining pedagogical approaches in nursing education and beyond.