There are many challenges with engaging students actively in both synchronous and asynchronous environments. To support staff to address some of these challenges the Teaching and Learning Unit (TLU), in Munster Technological University (MTU) developed the ‘Be ACTIVE’ Framework. It is an exploratory framework to support staff and institutions to implement and embed active learning in their everyday teaching practice.

This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student satisfaction). The purpose of this action research study is to explore two aspects: Do students in accounting class where the pause procedure is applied (experimental group) perform better compared to another accounting class (control group) where pause procedure is not employed? Do students in accounting class where instructor uses pause (experimental group), experience greater course and teaching satisfaction compared to the students of (control group) where pause was not utilized? The results of this study is quite staggering, as findings indicate that in accounting class where instructor gave two eight minute pauses during each ninety minute lecture, showed greater student performance and satisfaction compared to control group where pause procedure was not employed. Therefore, this study provides strong support for incorporating strategic pauses during accounting lectures to enhance student satisfaction and overall class performance.