Modification of Traditional Classroom Activities | Origin: EL113
This is a general discussion forum for the following learning topic:
Active Learning in an Online Environment --> Modification of Traditional Classroom Activities
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
The module encourages us to introduce active learning opportunities and to use rubrics for grading consistency and clarity.
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 support deeper understanding.
I really liked Elizabeth's Inspirational Quotes!
I think Rubrics standardize the expectations and attempt to take the subjectivity out of the grading. Students can follow clear guidelines, even though, in my experience, the instructor will have to review the Rubric in class.
Flipped Classrooms have research that intimates that its approach may yield the best results as far as student success and competency with the material. The concept does require more out of the box thinking from instructors, but it is worth the effort and time as the students seem to connect with the process better.
Rubrics are important because they give clear expectations, guide grading, ensure fairness, improve feedback, and help students understand how to succeed and meet learning goals.
This was helpful as I have heard the terms thrown around: flipped classroom, rubric, etc. Finally an explanation and justification. I much more readily accept it now since I have to understand the 'why' of what I am doing, not just told to do it that way.
This module helped me understand that modifying traditional classroom activities for an online environment is not about simply transferring what we do face-to-face into a digital format—it requires intentional redesign to maintain engagement and promote active learning. Traditional methods like lectures, group discussions, and in-class activities need to be adapted using technology in ways that still encourage participation, interaction, and critical thinking.
One key takeaway is that tools like rubrics, structured discussions, and clear expectations become even more important online. Rubrics not only help instructors assess learning consistently, but they also guide students in understanding what is expected of them and how to engage meaningfully in activities .
I also learned that strategies like the flipped classroom, reflective learning, and interactive assignments can be effectively adapted to online settings. For example, instead of a live lecture, students can review materials ahead of time and then use discussion boards or virtual sessions to apply concepts, ask questions, and collaborate. This shift allows students to take a more active role in their learning rather than passively receiving information.
Another important point is that while these modifications can require more preparation time for instructors, the payoff is significant. Students tend to develop stronger critical thinking skills and take more ownership of their learning. However, it’s also important to be mindful of challenges such as technology limitations and student engagement, and to provide clear structure and support.
Going forward, I plan to:
Use rubrics and clear guidelines to support student understanding and engagement
Incorporate flipped and reflective activities to encourage deeper learning
Use online tools (discussion boards, virtual presentations, collaborative platforms) to replace traditional in-class activities
Be flexible and provide alternative ways for students to participate
Overall, this module reinforced that effective online teaching requires thoughtful adaptation, not just replication. When done well, modified activities can actually enhance learning and make it more interactive and meaningful than traditional approaches.
using a rubric will keep the class engaged.
In order to keep the grading fair an instructor must use a rubric.
the increased time it takes to prep for a class w active learning pays off in the students critical thinking of the topic
Active learning does take a lot of prep time for teachers. However, the payoff is the students taking a more active role in their learning and education.
I've regularly used the flipped classroom and reflective learning, but I want to look into more innovative techniques. I like the idea of finding defibrillators in the immediate area. There are so many new tools being created every day that can be super useful in the classroom.
Active learning techniques incorporated into an online environment can greatly impact a student ability to critically think, use clinical judgement, and promote effective nursing care to improve outcomes.
Having a rubric helps the instructor gauge the student's learning while the students are able to use this tool to ensure that they are engaging in activities set by the instructor.
Comment on Deborah Donaldson Simmons's post: I agree with your comment. I, too, was thrust into teaching online with short notice during the pandemic. Students were advised that their camera had to be on at all times -- and not with it facing the ceiling -- and students needed to be visible throughout the session. If they were not visible on their camera, then they were informed that they would be "booted" out of that class session. However, when they needed to be away for a few minutes (for a short break to the lavatory), they were told to type in the chat, "Be right back," and were given no more than five minutes to return. Those were challenging times to suddenly have the need to teach online during the pandemic. Fortunately, though, we learned terrific tips from other instructors and got through it.
Mentioned in a section of this module are some key “low risk” engagement strategies for involving students:
- provide relevance to the students’ lives in your active learning assignments.
- use inspirational notes throughout the term.
- give student clear boundaries but let them use their creativity.
- give students parameters and good examples of exemplary work to follow.
- use vivid examples.
- set high standards and expectations for the students from the beginning.
- provide targeted feedback; and
- explain how to use knowledge not just memorize it.
The second bullet above specifies the activity of the instructor sending “inspirational notes” throughout the term. I think one way to make this happen is for the instructor to create or find a list of creative, encouraging statements. In advance, the instructor would schedule the weekly emails with an inspirational quote or remark to be sent to the student cohort. For example, each Friday at 6:00 p.m., the student cohort would receive a scheduled email. This might give the student cohort extra encouragement if they have a scheduled exam early in the week. I did some online research and found a few inspirational quotes. They follow:
- "The secret of getting ahead is getting started." — Mark Twain.
- "Procrastination is the thief of time." — Charles Dickens.
- "You don’t have to be great to start, but you have to start to be great." — Zig Ziglar.
- "Success is the sum of small efforts..." — Robert Collier.
- "Don’t watch the clock; do what it does. Keep going." — Sam Levenson.
- "There is no substitute for hard work." — Thomas Edison.
Active learning can save headache. Instructors can help the students develop time management skills.
I learned that transforming traditional classroom activities begins with a shift in teacher attitudes that involves guiding students while enabling them to develop their creativity and continues with a transition to student-centered learning that allows students to take ownership of the information. Using active learning tools is a key element that an instructor can effectively use to encourage active learning. Rubrics in assignments help students understand expectations and ensure their learning is graded appropriately. Students can also use rubrics to evaluate their ability to successfully complete assignments. I will try to use rubrics in assignments more frequently.
Setting up lessons that use active learning can take more of the instructor's time initially but students are more engaged.
I learned that traditional classroom activities can be made more effective by adapting them into active learning strategies that increase student participation and engagement. I plan to apply this by being more intentional about class size, time limits, accessibility, and technology when designing activities so they are inclusive and support deeper learning.
