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.
