Jennie Yates

Using active learning to enhance critical learning means shifting students from receiving information to actively questioning, analyzing, and applying it. Instead of memorizing facts, students engage with problems, debate ideas, evaluate evidence, and make connections that deepen their understanding. Active learning drives critical thinking because it requires students to interpret, justify, and reflect rather than repeat.

I plan to implement this by using small, purposeful moments of analysis into regular class activities. When introducing new content, I can pause for quick concept checks that ask students to explain why something works, not just what it is. During discussions, I can… >>>

Active learning has become a major focus across education, but a challenge is figuring out how to make it work consistently with today’s learners. Considering that attention, motivation, and time are all stretched thin for many students, how are others are navigating this? What active learning approaches have genuinely improved student engagement or understanding in your courses? How do you adapt them when students seem hesitant, overwhelmed, or simply not buying in? I’m looking forward to hearing your experiences and learning from the creative ways you’re making active learning work in your classrooms.

Rubrics play a huge role in making active learning assessments meaningful because they give students a clear picture of what quality looks like before they ever begin the task. When students know exactly how their reasoning, collaboration, problem‑solving, or application of concepts will be evaluated, they participate with more confidence and purpose. A rubric also keeps the focus on higher‑order thinking rather than just task completion, which aligns perfectly with the goals of active learning. For instructors, rubrics create consistency and make feedback more targeted and actionable. They help turn active learning activities into transparent, fair, and growth‑oriented assessments that… >>>

Active learning keeps coming up as a game‑changer in our field, but the more I use it, the more I realize how differently it plays out depending on the students, the course, and even the time of day. I’m curious how others are navigating this in their own classrooms. What active learning strategies have actually shifted the way your students think or participate, and which ones fell flat despite your best planning?

In this module, I was reminded that active learning isn’t just a set of techniques, it’s a mindset shift toward making students responsible participants in their own understanding. The emphasis on strategies like case analysis, concept mapping, peer discussion, and quick knowledge checks helped me see how small, intentional moments of engagement can dramatically change how students process information.

I plan to apply this by building more structured opportunities for students to pause, think, and articulate their reasoning. That might include adding brief concept checks during lectures, using pairs to break up dense content, or incorporating short case scenarios that… >>>

Active learning matters, it transforms the classroom from a place where information is delivered to observers to a place where students become participants. When students analyze a case, debate a scenario, sketch a concept map, or talk through a problem with a peer, they’re processing information, testing it, and connecting it to what they already know. This engagement strengthens memory, boosts confidence, and helps students take ownership of their learning. It also gives instructors insight into where students are thriving and where they need support, making the learning experience more responsive and meaningful.

I've learned ways that I can help keep students on track, by better managing the disruptive and intimidating learners. Technology challenges, which I did not consider as much with a younger student population, are one of the major factors for students dropping online courses. I like being the one to reach out to our technology department in advance to step in and help the student even when they haven't necessarily asked for it. I realize that some students may  be shy or embarrassed to admit technology issues.

This provided a great reminder that not everyone is technologically savvy and that it could be a barrier to students being able to maximize their learning experience in this environment. In many ways members of the youngest generation are used to more simple design  with minimal steps (ex. Instagram), often they are confused if more that two or three clicks are required to accomplish a task. It is a great idea to identify portions of the course that may require multiple steps (ex. Proctored exam software) and address this by providing more detailed information and warning that more clicks than… >>>

I learned why synchronous discussions are not often used in group chats, one important reason is that it is the logistics of gathering more than a few students together at one time. Asynchronous discussions are much more possible in the online environment. I do by default but didn't realize the importance of allowing socializing time for video communications with groups of students (synchronous lectures, group office hours etc).