Building Active Learning through a Transferable Structured Peer-Assisted Learning (SPAL) Toolkit in Engineering Education
Active learning can help engineering students develop problem-solving, communication and collaborative skills, but incorporating it consistently into routine teaching can be challenging. This case study describes a transferable Structured Peer-Assisted Learning (SPAL) Toolkit developed in Materials Science and Engineering to help educators integrate structured active and collaborative learning into existing teaching.
Responding to a need
Engineering education presents challenges for sustained active learning, particularly in large cohorts with content-intensive and technically demanding curricula. In my transnational education context, these challenges are compounded by students studying engineering through a second language and varying confidence in articulating and applying technical concepts. Evidence shows that active learning can improve student performance and reduce failure in STEM fields¹, while peer-assisted and collaborative learning can support conceptual understanding, engagement and confidence through interaction with others²⁻4. However, consistent implementation can be time consuming, and educators may lack practical resources that can be readily incorporated into teaching.
I wanted students to move beyond passive learning by explaining engineering concepts, justifying their reasoning, challenging alternative viewpoints and developing confidence in communicating technical ideas with peers.
Instead of designing separate activities for individual modules, I saw an opportunity to develop a reusable and adaptable resource that could support active learning more consistently. This led to the SPAL Toolkit, designed to embed organised peer-assisted learning within ongoing teaching without extensive curriculum redesign. The approach aligns with the Queen Mary Active Curriculum for Excellence (ACE) through active participation, peer interaction and student engagement.
“The use of the toolkit allowed students to work together to formulate answers before posting them, encouraging teamwork and peer learning. This seemed particularly beneficial for quieter students, as they could contribute to their group's response without feeling pressured to speak in front of the whole class.”
Approach used
Designing the toolkit
The toolkit was developed and refined through iterative educational design, classroom use, student feedback and reflection across a range of teaching settings and levels. In its most recent implementation within the transnational education, the approach supported approximately 240 second-year engineering students across two cohorts. The aim was to provide practical rather than prescriptive resources that educators could tailor to their subject areas, module structure and learning objectives.
What the toolkit contains
The SPAL Toolkit includes a Teaching Session Plan, Facilitation Guidance, Student Guide Handbook, step-by-step Padlet Setup Guidelines, Evaluation Tool and Activity Template. Activities are structured to enable students to explain concepts, solve real world problems, justify decisions, critique alternative approaches and learn through peer discussion. Digital tools are
used where helpful to support student engagement, while pedagogy and the intended learning outcomes remain central.
Embedding SPAL and inclusive participation
SPAL activities were integrated into lectures and practical sessions. Students worked in small groups before sharing their reasoning with the whole class, while the educator facilitated dialogue, addressed misconceptions and synthesised learning. Structured small group participation gave students more opportunities to contribute and share their ideas before engaging in the entire class discussion. Activities complemented regular teaching and could be incorporated into individual sessions without redesigning the module or assessment.
Evaluation and refinement
Student feedback was collected through SPAL evaluation surveys during or after the activities. The surveys included rating questions and the option to provide written comments about their experiences. The effectiveness of the approach was considered using student feedback, Padlet analytics and reflections from delivery. Broader uptake was monitored through toolkit downloads and feedback from colleagues who had used or expressed interest in the toolkit. These sources informed the ongoing refinement of the toolkit. Student and colleague feedback is reported anonymously with comments presented without identifying information.
Designing for transferability
A key principle underpinning the toolkit was transferability. Although the SPAL activities were initially developed in engineering education, the resources were intentionally designed around transferable pedagogical principles. This enables educators to adapt the activities to different subject areas while retaining the underlying focus on structured peer interaction, collaborative learning and student involvement. This has generated interest among colleagues seeking practical approaches to incorporate active learning into their own teaching.
The impact
Evidence of impact comes from student evaluation, alongside indications of wider uptake and transfer. Across SPAL evaluation measures, 93.2% of responses were positive for content-related learning, 90.4% for transfer and application of learning, and 88.6% for psychological benefits such as confidence. Student comments also highlighted teamwork, deeper understanding, critical thinking and consideration of alternative perspectives. Cohort performance outcomes also improved across successive deliveries, with higher average marks and reduced failure rates during the period in which SPAL was introduced and embedded. These trends offer additional evidence of its potential contribution to student learning and performance.
Beyond the original modules, colleagues in Engineering Education and Health Sciences Education have adopted elements of the approach, with further adoption planned. Since its publication in April 2026, the toolkit received over 880 downloads by the end of September, demonstrating sustained interest and growing engagement with the resource. It has also been shared through institutional educational events, workshops, communities of practice, and national and international conferences, supporting broader dissemination and transfer of the approach within Queen Mary and beyond.
“We can develop critical thinking, identify biases, and gain a deeper understanding of the topic by analyzing different perspectives.”
Recommendations
The SPAL implementation demonstrated that active learning can be embedded through small, purposeful changes without requiring extensive curriculum redesign. Educators should begin with clearly defined learning outcomes, identify concepts where peer discussion adds value, and use technology only where it supports the intended learning.
Successful delivery requires careful planning. Developing structured activities initially requires staff time, while students may need clear guidance and scaffolding when peer-assisted learning is unfamiliar. In large cohorts, activities should be organised to enable equitable participation among students.
For long-term sustainability, SPAL activities should be integrated into existing teaching, minimising the need for additional standalone tasks. Starting with a small number of activities can make the process more manageable, allowing educators to refine the approach gradually using student feedback and their own reflections. The toolkit can then be utilized for different modules, student groups and assessment requirements while retaining its core emphasis on structured peer interaction, shared problem-solving and active engagement.