Chapter 6 Active Learning by Design

Applying Evidence-based Principles in the Design of Online Learning

In: Handbook of Research in Online Learning
Authors:
Christiane Reilly
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Thomas C. Reeves
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Type:
Chapter
Pages:
133–167
DOI:
https://doi.org/10.1163/9789004702813_006

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Abstract

This chapter begins by articulating a rationale for the importance, if not urgency, of designing online courses for active learning. It next provides the theoretical foundations for active learning design principles so that these can be purposefully and explicitly designed into online learning courses and programs. It discusses design-based research (DBR) as uniquely suited to studying the learning design of online courses both for the valuable knowledge DBR studies produce and their theoretical contributions. The chapter introduces a DBR study with two design interventions undertaken simultaneously with the same 75 online courses that yielded refined design principles for active learning as their theoretical contribution, as well as two innovative design tools as their practical output (Reilly, 2020). Design intervention 1 is a rubric composed of active learning design principles that quantifies the degree to which an online course provides active learning opportunities. Design intervention 2 is a new outcomes table that effectively maps multiple levels of outcomes to the learning design of online courses. Together, the two design tools make active learning quantifiable and active learning tasks visibly mapped to higher-order skills. To illustrate the design principles and design tools in context, the chapter details how one of the courses included in the study applied several active learning design principles to deepen learning, foster engagement, and support the development of transdisciplinary skills. Finally, this course’s online learners testify to how the principles for active learning shaped their online learning experience.

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Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 2 The Study of Adult Learners in Distance Education
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 9 21 Years of Worldwide Learning Online
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 13 Pre-service Teachers’ Preparation for Teaching Online
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 17 Remote Academic Advising for Colleges and Universities
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 21 The Difference between Emergency Remote Teaching and Online Learning
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

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