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.
This module helped me understand that while active learning offers significant benefits for student engagement and critical thinking, there are also challenges and misconceptions that can make implementation difficult. Instructors may be hesitant to use active learning because they fear losing control of the learning process, require additional planning time, or worry that students and colleagues may not view these methods as rigorous instruction. Students may also misunderstand active learning, believing that instructors are not teaching because they are expected to take greater responsibility for their own learning.
I also learned the importance of preparing students for active learning by clearly explaining expectations, connecting activities to course outcomes, and providing guidance that promotes critical thinking and self-reflection. Moving forward, I intend to apply these concepts by communicating the purpose of active learning activities, creating meaningful and relevant learning experiences, and encouraging students to become active participants in their educational journey. By addressing misconceptions early and supporting students throughout the process, I can help foster a more engaging and effective learning environment.
One of my biggest takeaways from this module is that the barriers to active learning are not always related to technology or instructional design. Often, they stem from the expectations and attitudes of both instructors and students. Instructors may be hesitant to move away from traditional teaching methods, while students may interpret active learning as the instructor not teaching because they are accustomed to receiving information rather than actively constructing their own understanding.
In my role overseeing academic support services at a California community college, I regularly see how students' previous educational experiences shape their expectations. For example, students sometimes approach tutoring expecting someone to provide the correct answer rather than guide them through the problem-solving process. Our peer tutors and academic mentors work to shift that mindset by asking questions, encouraging reflection, and helping students develop confidence in their ability to learn independently. I see a similar responsibility for online instructors.
Another important takeaway was the role institutions play in making active learning successful. We cannot expect instructors to implement engaging, technology-supported learning experiences without providing sufficient professional development, instructional design assistance, and technology resources. Similarly, we must recognize that students have different levels of access to technology and varying levels of digital literacy, particularly in rural communities.
As I continue developing my online teaching practices, I intend to be more intentional about communicating expectations early in the course. I would incorporate orientation activities, short instructional videos, clear rubrics, and opportunities for reflection so students understand both the purpose and expectations of active learning. I also want to ensure that activities are accessible and provide flexibility without compromising learning outcomes.
Ultimately, this module reinforced that successful active learning requires more than changing instructional activities. It requires establishing a supportive learning environment where students understand their responsibilities, instructors embrace their roles as facilitators, and institutions provide the resources necessary for everyone to succeed.
Its important to remember that not all students have access to great technology.
This was a good reminder that not all students have access to the same technologies and that instructors must make sure that all students can access the work. Also, always have a back up plan.
Just a reminder that not everyone has access to the same technology and to be sure that students can access the work. Also, that active learning is a good tool to use.
There will be times in which an instructor faces pushback from students and/or other members of faculty for practicing Active Learning techniques. From the students' perspectives, they would have likely encountered an educational system in which they were strictly told what to learn and memorize, and active learning is a vastly different approach to that, causing potential confusion and frustrations. But it is up to the teacher to reassure and guide the student that their learning is in their own hands, and the instructor is merely a facilitator of the knowledge.
The instructor should be confident in the material. Critical thinking and active learning are both important skills for students.
From this module I learned that I should anticipate potential resistance from my institution and the students as I evolve into using more active learning methods, but that perseverance will bring rewards in greater student achievement and satisfaction.
Self-actualization maslows hierarchy of needs is based on which means fulfilling ones actual potential
Active learning has a place in today's educational experience. With the advent of online courses and a new generation of online learners going back to basics is critical. In learning how to work with peers students are able to engage and work together. The reflections and peer responses are are great way to learn to communicate respectfully.
I believe students learn better when they have the chance to practice what they are being taught instead of just listening to an instructor. In nursing education, this is especially important because students need to develop confidence, communication skills, and good clinical judgment. Activities such as patient scenarios, skills demonstrations, and group discussions can help prepare them for real situations. One challenge is that some students may struggle with this approach because they are used to being told exactly what to do. As an instructor, I would provide guidance and encouragement while allowing students to become more independent and responsible for their learning.
active learning is the most effective for students engagement and learning
This module helped me understand that students may be unfamiliar with active learning and may initially feel that they are being asked to teach themselves. I need to explain why we are using activities, what students are expected to do, and how each activity helps them learn. I also learned that these activities require planning and that students need a clear picture of the workload.
In my online math classes, I will introduce active learning at the start of the course and give students a simple example of what to expect. During lessons, I will break explanations into shorter parts, give students problems to solve, and let them discuss their reasoning. I will provide clear instructions and deadlines so they can take responsibility for their learning while still receiving guidance from me.
Active learning helps the students be more involved. You can create various types of learning activities to encourage student participation which also helps with developing critical thinking skills.
Active learning is confusing/new to students and some teachers so best to use resources available
When using AL, we also need to give ourselves grace; it may seem like we have to implement all the activities at once, which makes the learning unrealistic. Learn how to break down teaching moments and turn them into aha moments by implementing AL activities. This will give you feedback on the students' comprehension of the material and also make it fun for them.
Comment on Jessica Gillett's post: And to have the support of the administrators to have a successful engagement rate.
It's important to be flexible to utilize many different learning styles.
Limitations and misconceptions would include instructor giving up control, students wanting to just be told what to learn, resistance to new techniques by the students and instructors, extra time needed to prepare the activities, extra time to use these techniques if synchronize classes, instructor lack of knowledge of various techniques, institution issues, technology issues
