Modification of Traditional Classroom Activities | Origin: EL113
This is a general discussion forum for the following learning topic:
Active Learning in an Online Environment --> Modification of Traditional Classroom Activities
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
This module taught me that active learning often requires modifying traditional classroom activities to create a more student-centered learning environment. I learned that instructors should move from being the "sage on the stage" to serving as facilitators who provide guidance, structure, and support while encouraging students to take greater responsibility for their learning. The module also highlighted the importance of engagement strategies, meaningful collaboration, technology integration, timely feedback, and clear expectations to help students succeed.
Moving forward, I plan to incorporate more active learning strategies into my courses by using discussions, case studies, group projects, reflective writing, and technology-based activities that align with learning objectives. I will also provide clear directions, regular feedback, and incremental deadlines to help students stay engaged and manage their time effectively. By creating opportunities for collaboration and critical thinking, I can help students become more active participants in their learning and better prepare them for real-world applications.
One of my biggest takeaways from this module is that creating a student-centered learning environment requires intentional instructional design, consistent communication, and meaningful opportunities for students to apply what they are learning. I particularly appreciated the recommendation to begin with three to five active learning strategies rather than attempting to redesign an entire course at once. This approach allows instructors to experiment, assess effectiveness, and make improvements while maintaining alignment with course learning objectives.
In my role overseeing academic support services at a California community college, I regularly see how important it is for students to engage actively with course content rather than simply memorize information. Through our peer tutoring, academic mentoring, and student success initiatives, we encourage students to explain concepts, work collaboratively, and develop independent problem-solving skills. These same strategies can be incorporated into an online learning environment through case studies, reflective writing, peer discussions, and project-based assignments.
I also found the discussion of technology tools and the R2D2 model particularly useful. Technology should serve a clear instructional purpose rather than simply be incorporated because it is available. As someone who has been exploring artificial intelligence and digital learning tools to support student success, I believe there are opportunities to use technology to create more interactive and personalized learning experiences. However, we must also consider accessibility, digital literacy, and equitable access to technology.
As I continue developing my online teaching practices, I plan to incorporate short instructional videos with reflection prompts, real-world case studies, collaborative discussions, and opportunities for students to demonstrate their learning through practical applications. I also intend to use clear rubrics and incremental deadlines so students understand expectations and receive meaningful feedback throughout the course.
Ultimately, this module reinforced that effective online teaching is not about transferring traditional classroom activities into a digital format. It is about thoughtfully designing learning experiences that encourage participation, critical thinking, collaboration, and student ownership of learning. My goal is to create an environment where students feel supported while developing the confidence and skills to apply what they learn in academic, professional, and everyday settings.
When your students have a why behind their activities and assignments they are more likely to be successful in that particular assignment than if they were to go into it blindly.
When students know why they are completing an activity, they are more likelyt o participate and succeed. Using low risk learning strategies is an effective way to gradually introduce students to a more interactive learning environment.
Being clear with directions and objectives, as well as keeping the content tied to "why" students are doing something promotes overall engagement, and therefore more success. On top of that, incorporating "low-risk" active learning strategies is a good method to ease a class into the teaching style as a whole.
This module helped me understand that online learning can still provide opportunities for students to interact, collaborate, and support one another. I also learned that weekly announcements can help keep students informed about assignments and expectations while encouraging them to take responsibility for their own learning.
I was surprised to learn that it helps to motivate students if the first few assessments of the term are non-graded. I will definitely experiment with this in my classroom!
Every student learns differently and finding multiple ways to teach is important to reach everyone. Having clear grading criteria with use of rubrics can be helpful for students to know what is expected.
This module has brought to my attention that even with online learning there can be peer engagement and support. Weekly announcements can review the expectations and give active learners the chance to self direct if they want to.
The rubric gives clear expectations of the assignment
This module taught me that active learning works best when activities are connected to clear learning objectives. Students also need to understand why they are doing an activity, what is expected, and how their work will be assessed. Regular communication, feedback, and clear deadlines help them stay on track.
In my online math classes, I plan to start with a few simple activities, such as pausing a short lesson for students to solve a problem or explain a step. I will provide examples and a clear rubric for larger assignments, then use students’ responses to see where they need more support.
rubrics make it easier to grade and student know what is expected
Doing your best to do at least 3-5 active learning techniques to help assist with learning and keeping students engaged.
When using AL, remember to use the responses as a tool to evaluate the student's learning, and use Rubrics; this will clarify your expectations for students and make grading easier.
Comment on Carole Songer's post: Also use real-life applications; they will engage students more with their own experiences.
How to incorporate active learning while teaching online, especially asynchronous courses. The techniques are not the same as done in the traditional classroom. Good ideas presented.
It's important to keep discussions structured and clear, but to also fit in 3-5 activities per week if possible to keep the learners engaged. Don't be afraid to try new things to help everyone get out of their comfort zones.
I was pleased to see that I already use all of the suggested 'low-risk' engagement strategies in my online course. However, I do not often get feedback from the students on how these strategies are received. This may be because of the current culture we are experiencing; texts go unanswered, thank you notes are a thing of the past, etc. Perhaps the student feedback on instructor evaluations may be the only way to get feedback of this nature.
Keep things real and relevant when selecting active learning activities. Not every student learns the same and you need to vary what you have your class do. Be willing to try new things. Everyone will benefit.
