Quality Course Design

In this tutorial you will:

• recognize different active learning strategies
• identify active learning strategies for your course

In the past, the higher education literature focused attention on the instructor and the ways in which the subject matter could best be presented to the student. The emphasis was on “lectures” and “discussions” and the assumption was that learning consisted of a passive activity in which learners received information and ideas from authoritative sources. Although foundational knowledge, principles, and theories are essential, research over the past several decades has challenged the potency of passive learning as an exclusive approach; an impressive volume of studies has shown that students learn more and retain their learning longer if they acquire it in an active rather than a passive manner.

Bonwell and Eison (1991) describe active learning as “(involving) students in doing things and thinking about the things they are doing.” “Doing” refers to activities such as debates, simulations, guided design, group problem solving, and case studies. Thinking refers to reflections about the meaning of what students learn or about the learning process itself.

To create a complete set of learning activities capable of fostering significant learning, a comprehensive view of teaching/learning activities is needed. This is shown conceptually in the figure below.

In selecting learning activities, two general principles should be followed.  First, they should include some from each of the three categories listed above:  Information and Ideas, Experience, and Reflective Dialogue.  Second, they should rely on direct rather than indirect learning activities as much as possible.  The following table illustrates a variety of options available:

Learning activities should reflect the instructor's judgment of how effectively they address the learning goals of the class.  Those that promote growth on several goals are considered "rich."  In-class examples include debates, role-playing, and simulations.  Out-of-class examples include service learning, situational observations, and authentic projects. 

Learning is enhanced and made more permanent when students reflect on the learning experience and its meaning to them.  This can be done individually (journals) or with others (small group discussions).  When students reflect on what they are learning, how they are learning, its value, and what else they need to know, they are more inclined to both 'own' and appreciate their learning.

For significant learning outcomes your course learning activities should:

• Incorporate activities from each of the three components of active learning (Information and Ideas, Experience, and Reflective Dialogue).
• As much as possible provide students with direct rather than indirect learning activities.

Learning is an inherently a social process.  We make meaning of new knowledge and skills through observation and communication.  In addition, the social aspect of learning provides a great deal of the meaningful context of learning.  Learner engagement in an online course can be challenging to facilitate. Interaction does not just occur in online courses, it has to be built into the course design intentionally.  By understanding how interactions in an online environment occur, instructors can develop techniques to support student engagement that promotes learning and increases retention. 

Moore (1998) categorized three types of interaction in an online course:  interaction between the student and the instructor, interaction between the student and the content, and students' interaction with one another.  The following describes the three types of interaction.

Student - Instructor Interaction

• Establishes an environment that encourages learners to understand the content better
• Provides opportunities for student feedback
• Most important type of interaction in an online environment

Student - Content Interaction

• Results from students examining course content and participating in activities
• Prevent overloading students with content

Student - Student Interaction

• Takes place between two students or groups of students
• Provides a valuable experience and learning resource for students

The level of interactivity has a major impact on the quality of online learning courses and programs (Muirhead, 2001).  Analyzing the types of interactions provided to the students can foster a deeper, more meaningful online learning experience.

Moore, M (1998) Three types of interaction. American Journal of Distance Education 3 (2).
Muirhead, B. (2001). Interactivity research studies. Educational Technology & Society, 4(3). .

Complete Worksheet 4:  Activities to Promote Active Learning  as fully as possible by identifying possible active learning strategies you might use in your course.

Try to identify at least one strategy for each of the categories indicated.

Active Learning Resources

• Active Learning, CRLT University of Michigan
• Effective Classroom Practices, Brown University
• Identifying Appropriate Instructional Strategies, Eberly Center Teaching Excellence & Educational Innovation
• Active Learning, Cornell University Center for Teaching Excellence
• Professional Development Module on Active Learning, Texas Collaborative for Teaching Excellence
• Active Learning Strategies, Illinois State
• Classroom Activities to Promote Active and Critical Thinking, Illinois State

Learning Activity Resources

• 150 Teaching Methods, UNC-Charlotte
• Best Practices Summary,  UNC-Charlotte

Please use the Time for Reflection sheet to keep a journal of your reflections.

1. What is the most important thing you’ve learned about active learning so far?
2. Why does this strike you as important? That is, what did you previously know, experience, or believe that makes this idea a striking one? (Does the idea support, refute, or modify your previous knowledge, experience(s) or belief(s)?)
3. How might you integrate this new knowledge/idea into your teaching in the future?
4. Which, if any, of the four active learning strategies we’ve experienced today might be useful in your own teaching?
5. What is there about this strategy or these strategies that appeals to you or makes it/them seem appropriate?
6. How might you use these strategies in the course?

1. Center for Innovative Teaching and Learning. Classroom assessment techniques . Indiana University.
2. Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
3. Meyers, C. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass.