ABSTRACT
This chapter focuses on the use of activity-led learning in the first few weeks or months of the undergraduate experience on a course generally used to traditional didactic approaches to teaching and learning. It then shows how activity-led learning can be effective in promoting a sense of belonging and satisfaction, both of which relate positively to the overall attainment of the student. The chapter also presents attainment as a holistic element of the overall student experience rather than focusing on degree classification as the normal institutional measure of attainment. Activity-led learning is an outcomes- and action-focused pedagogy designed to support personal growth and competence development in the context of the higher education discipline being studied. Effort to achieve, quality of relationships, and psychological health are all outcomes of the activity-led learning pedagogy through cooperative learning situations.
