Study Finds Active Learning Methods Differ in Communication Skills

A new mixed-methods study published in Humanities and Social Sciences Communications has examined how different active learning pedagogies influence the development of professional communication skills in higher education. The research, conducted by D Shahanaz, compares four specific instructional approaches to determine whether they offer distinct communicative affordances for postgraduate students.

The study focused on professional communication as a critical learning outcome in higher education, specifically within the context of management education. The researchers investigated how four active learning pedagogies—group discussion, role play, case study analysis, and student-led seminars—were associated with professional communication across five distinct dimensions. These dimensions included clarity and precision, logical structuring, adaptability and tone, active listening, and persuasive expression. The aim was to provide a differentiated account of how pedagogical structures influence the development of these specific communication skills.

To achieve this, the study utilized a mixed-methods, within-subject repeated-measures design. Data were collected from 72 postgraduate management students across two separate cohorts.

The data collection process involved three primary sources: pre-post self-reports, instructor-rated session-level communication performance, and qualitative reflections from the students. This multi-source approach enabled the researchers to examine findings across three analytical levels. At the aggregate level, the pre-post results indicated significant gains in students’ self-perceived communication competence across both cohorts. However, the study explicitly notes that these findings indicate perceived development rather than objective gains in demonstrated competence, highlighting an important limitation in interpreting self-reported improvements.

At the session level, the observed communication performance varied significantly across the different pedagogical conditions. The results showed that group discussion and role play were associated with higher performance scores compared to case study analysis and student-led seminars.

At the dimension level, the qualitative findings revealed distinct linkages between specific pedagogies and communication dimensions. Group discussion was particularly associated with improvements in clarity, logical structuring, active listening, and persuasive expression. In contrast, role play was found to be particularly associated with adaptability and contextual responsiveness.

The study’s findings suggest that active learning pedagogies should not be treated as interchangeable approaches to communication development. Instead, the communicative affordances of each method may be considered in relation to specific instructional objectives and the desired dimensions of professional communication. This implies that educators might benefit from aligning their active learning design with specific professional communication objectives, choosing methods that target the particular skills they wish to enhance in their students.

By providing an evidence-informed basis for aligning active learning design with professional communication objectives, the study contributes to the broader discourse on pedagogical effectiveness in higher education.

Subject of Research: Comparison of active learning pedagogies for professional communication development in higher education

Article Title: Pedagogical affordances for professional communication development: a mixed-methods comparison of active learning approaches

Article References: Shahanaz, D. (2026). Pedagogical affordances for professional communication development: a mixed-methods comparison of active learning approaches. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-026-09546-1

Image Credits: AI Generated

DOI: 10.1057/s41599-026-09546-1

Keywords: professional communication, active learning, higher education, mixed-methods research, pedagogical affordances, management education, student-led seminars, role play, group discussion, case study analysis, Pedagogical, affordances