In this modern era, there is an unsustainable relationship between teachers and students. Since, students have become passive and disobedient in classes, as their primary motivation for attending classes is to fulfil attendance requirements for end-semester examinations in Higher Education Institutes (HEIs). Unfortunately, even some academics support this practice by justifying that students can acquire knowledge independently through the abundant resources available on the Internet. However, higher education institutes should not only aim to produce knowledgeable graduates but also responsible citizens with positive attitudes and mind-sets for a better future and society. The students can gain knowledge and skills through the Internet, but developing a good attitude can only be achieved under the guidance of a skilled teacher. This study focuses on suggesting and examining effective solutions to enhance active learning in higher education institutes. Various modern teaching and learning activities (TLAs), along with oscillatory practices, were utilized to ensure active learning occurs in the classroom. The intervention was implemented in a class of 72 fresh undergraduates pursuing a B.Sc. in Applied Physics and Electronics degree at a higher education institute in Sri Lanka. Data was collected through feedback from both students and peer teachers, as well as an assessment of the students achievement in the courses intended learning outcomes. The results revealed that students were highly motivated and actively engaged during the lectures.

Brain-based learning

L2L

Object Based Learning

Oscillatory

Student-Centred Learning

TLAs

VARK model