Limitations and Misconceptions | Origin: EL113
This is a general discussion forum for the following learning topic:
Active Learning in an Online Environment --> Limitations and Misconceptions
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I learned that it is important to have an understanding of the understanding of the limitations of the technologies for the courses that I am going to teach. Not even just in tech. but also involving my resources in class. I will do my best to be realistic in my creation of assignments, etc.
earning is initiated by a real-world, complex problem that students must investigate and resolve. The process of tackling the problem drives the need to learn new information, making the learning highly relevant and engaging.
I learned that active learning can face limitations such as technological challenges, misconceptions about workload, and resistance from both students and instructors. However, with clear communication, proper planning, and institutional support, these barriers can be reduced. I intend to apply this by designing structured, engaging activities, explaining their value to students, and ensuring technological readiness to create a meaningful learning experience.
Some students believe tha online learning may be easier when it can actually require much more from them as they have more responsibilty on themselves and have to hold themselved acountable more than seeing a proffesor in the classroom everyday. With active learning we have to facilitate and encourage them to do their best.
In virtual education, the use of AI introduces several limitations and misconceptions related to assessment. Instructors often face limited visibility into student engagement and learning processes, especially in asynchronous environments, making it harder to verify the authenticity of student work. The strong reliance on written assignments in online courses increases assessment design challenges, while reduced real-time interaction limits opportunities to observe spontaneous reasoning and problem-solving skills. At the same time, common misconceptions persist, such as the belief that virtual learning is inherently less rigorous, that banning AI or increasing surveillance guarantees academic integrity, or that only synchronous assessments are reliable. In reality, effective assessment in virtual education depends less on technology and control, and more on thoughtful instructional design that emphasizes active learning, reflection, and process-oriented evaluation.
The most worrying issue seems to be that students believe that active learning will be simpler and quicker than traditional learning. It may be funnier, but it may also take more work and time than expected. We, teachers, must make additional efforts to correctly estimate those times.
Los estudiantes muchas veces no le otorgan la verdadera importancia al aprendizaje en linea, puesto que se escudan en que devenga una mayor parte de esfuerzo por su parte y le restan el valor al docente encargado de prepararles todo el material
Learners sometimes do not recognize how much "work" is required of them in an online, active learning environment. They then believe that the instructors are not teaching enough or effectively, when in reality they are not utilizing the course in a way that gains them the insight and knowledge they seek.
Students often find the active learning classroom format difficult becuase it requires more work on their part. They sometimes complain that the instructor is "not teaching them anything." Similarly, the instructor must do more prep work ahead of the class to guide students in their learning. The instructor often feels a loss of control of learning. Other difficulties can include technology problems when implementing active learning activities online.
It's tough to ensure students are actually grasping the concept.
Active learning takes more of the instructor's and students' time. This can be met with pushback from both. It is important to remember that active learning is backed by research as more effective, so it is worth the time investment.
I am excited to use more active learning techniques with my students, however, I will make a post that expresses the benefits it brings for the student and a brief explanation of the types of active learning assignments, and projects I will use in the course, so they are primed for success.
I have learned many different active learning techniques with this module, but feel that I can effectively engage my students using an introduction video showing them ways to actively engage online and to facilitate their learning.
The three components for a three-fold plan that encourages the use of active learning is instructor release time, financial incentives, and community.
When technology fails it can be a disaster for the instructor and students.
Instructors need to set the tone and expectations at the start of class, inform students that active learning will be implemented, and review limitations or any misconceptions about active learning.
After completing a course on active learning, I’ve gained a much deeper understanding of how learning actually works and how to take a more intentional, engaged approach to it.
The instructor must take into consideration of the different obstacles a student may encounter, to ensure each student has an equal opportunity of completing the assigned task. Instructors must also set the tone and expectations at the beginning of the course for students to understand their roles in the classroom to be successful.
I have learned the importance of setting expectations of roles and engagement upfront is vital. I must be ready to be challenged on this learning environment, but know that it is beneficial overall.
