The Challenge of Inactive Learning | Origin: EL120
This is a general discussion forum for the following learning topic:
Fully Online Doesn’t Mean Inactive --> The Challenge of Inactive Learning
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Considero que el aprendizaje inactivo se produce por una combinacion de factores tradicionales, comodidad cognitiva y un diseño educativo centrado en la transmision masiva de informacion. Puede darse tambien por una clase magistral tradicional, enfdoque en e, contenido mas no en las competencias, los espacios o diseños instruccionales...que hay que evitar.
This module helped me understand that active learning and instructional design work hand in hand. While students are responsible for engaging in the learning process, instructors play a critical role in designing meaningful learning experiences that encourage participation, reflection, collaboration, and application of knowledge. I also learned that passive learning can serve as a useful foundation, but true learning occurs when students actively interact with and apply new information.
As an online instructor, I intend to apply these concepts by being more intentional in the design of my courses. I want to create activities that encourage students to think critically, connect course concepts to real-world situations, and learn from one another through discussion and collaboration. This module reinforced the idea that effective online learning is not simply about delivering content but about creating opportunities for students to engage deeply with that content and take ownership of their learning.
connecting with each student to learn how they retain information best can help with disengaged students.
A student can claim they are bored as a defense mechanism before they even start a course. An instructor can intentionally design a course that is more active to encourage students with a bored mindset to interact with the content.
This module elaborates further on inactive learning and relates some of the concepts to the Schema theory. The module also offers content about how to avoid inactive learning and making assumptions about students.
Students become disengaged due to the absence of student-teacher interactions.
I learned that inactive learning is more likely to occur if students preemptively decide that the course is boring or lacks value. Their decision can become reinforced if the course design delivers contnent in a wat that does not engage learning or encourage active processes
Be flexible and willing to adapt if you sense students are not engaged
I’ve learned that inactive learning—where students passively receive information without engagement—can hinder deep understanding and retention. It often leads to low motivation and limited critical thinking. I plan to apply this by intentionally designing learning activities that promote interaction, reflection, and application of knowledge to keep students actively involved throughout the course.
The onset of inactive learning in student(s) might be short-circuited if the course learning objectives/activities are provocative and engaging. Of course, the passive learning component(s) should be relevant and predicably linked to the subsequent material.
all styles of learning should be incorporated and it is the job of the instructor to integrate these different methods and tools.
Inactive learning occurs when students disengage from the learning process. This can happen for several reasons. Instructors must be prepared to connect with the students, observe them (or their online activity), and respond accordingly.
When students become inactive, educators can use several startgies to re-engage them. Additionally, educators can break a three hour lecture into several "chunks" of time that allow students to prepare, work in groups and then actively engage in the lesson. This prevents boredom and inactivity.
This module on the challenge of inactive learning highlighted how easily students can disengage when learning feels too passive or disconnected from their experiences. I’ve learned that it’s important to actively address this by creating opportunities for students to connect with the material in ways that feel relevant and meaningful to them. To combat inactive learning, I intend to incorporate more low-stakes check-ins, like quick reflections or polls, to keep students mentally engaged. I’ll also focus on designing lessons that balance delivering content with encouraging participation, so students feel motivated to engage rather than just passively absorb information.
The challenge of inactive learning is to reengage the students.
This course content has opened my eyes to the importance of watching for signs of disengagement of my online students. I am realizing that I need to increase my outreach to help me identify students who may be disengaged.
Strategies to mitigate inactive learners.
Feedback and communication will help to keep the student engaged.
Keep students engaged and interested in course content
