There are several institutional and instructional challenges that contribute to misconceptions about active learning in online settings. Many institutions underestimate the level of support and resources required to implement active learning effectively. As a result, instructors often receive insufficient training, guidance, and technological support.
Instructors also face a significant initial time investment. Preparing a single hour of online active‑learning instruction can require 10 to 15 hours of development time, especially when designing interactive materials, assessments, and technology‑based activities. This workload can be overwhelming, particularly for faculty who are new to online teaching.
Technical issues add another layer of frustration. Technology may fail, function inconsistently, or differ across student devices. These disruptions not only hinder the learning experience but also discourage instructors from experimenting with active learning strategies.
Additionally, many students enter online courses without prior exposure to active learning. Some may expect passive, lecture‑based instruction and feel uncertain about participating. When instructors do not provide clear orientation, expectations, and structure at the start of the course, students may disengage or perceive active learning as unnecessary or confusing.
