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.
Online students may sometimes have attitude problems with active learning as discussed in this module. I do think that critical thinking skills do contribute to these "problems" and that communication with the students can help them be successful with embracing the active learning model of education.
Comment on Jennifer Sainval's post: Agreed, when teaching online, having a backup plan is wise if technology fails
Active learning is a team effort. Students are responsible and accountable however the teacher's role is a facilitator and sharing knowledge and it's applications while supporting critical thinking and creativity.
Active learning is primarily the responsibility of the student; however, the instructor plays a crucial role in facilitating and encouraging students to perform at their best. While students must take ownership of their engagement, effort, and participation; instructors are responsible for creating a supportive learning environment, designing meaningful activities, and providing constructive feedback. When instructors actively guide, motivate, and challenge students, they help foster curiosity, critical thinking, and deeper understanding. Therefore, successful active learning is a shared partnership between instructors and students, where both contribute to achieving effective educational outcomes.
active learning should mean that students are engaged, but there also should be a clear expectation and understanding from students that they need to put in the work to learn it so it is reinforced, just because we make it comprehensible, does not mean it is stuck in their head for tests and application.
Students should be stimulated to utilize skills such as writing , editing and producing content as part of their active learning experience.
This requires commitment and understanding of technology, as well as being able to invest the time.
I agree with the previous comment on my screen, I don't think I considered and so for sure my students or others consider the amount of time required to plan a successful active learning online class.
Figuring out the balance of the spending the right amount of time ahead of class planning and the reward for the students have an active learning role I see as something that will be beneifical and challenging both!
It's important to know which techniques and the ways that students can get behind when in an online environment. This helps to know how to support the students when they have issues.
It is important to understand where your students are coming from if they are skeptical of active learning techniques, giving students a chance to ask questions and guide their learning is key.
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.
Comment on David Gardner II's post: Completely agree. My son is doing online classes and he makes many remarks that he wants to go back to a classroom. It is all new and requires change, and sometimes that is difficult. But we can support and walk our students to success.
Active learning in the online environment will be new for me. I have used engaging activities to foster active communication in the class through questions. We use the LMS system to post discussions and submit answers to questions.
Students taking responsibility for their learning will be a challenge. I did hear the importance of making sure students learn the learn the rationale for new methods. I believe with exposure over time the process can be successfully.
There will be problems with new methods of delivery and receipt of knowledge. Solutions will depend on understanding what it is, why it is important, and the planned activities for implementing.
The instructor should communicate what active learning is and the activities that the class will be doing. Lectures may need to be implemented differently.
I learned the limitations of implementing online learning for both the instructor and the student. Both the student and the instructor can have negative attitudes. Misconceptions by students often relate to the feeling that they do not learn.
It may take instructor more time to plan and implement active learning than straight lecture. Students may resist the active learning preferring passive learning. It is important for the instructor to set the expectations of the class and let the students know active learning will be included in the course, what that means, and why it will help them to learn.
