Active Learning for Online Learning

 Summary of Reilly & Reeves (2024)

Background & Existing Knowledge
Active learning is key to student engagement, but online courses often lack clear design frameworks to support it. Existing quality rubrics rarely define or measure active learning.

New Insights from This Study
✔ A course review tool identified gaps in online active learning design.
✔ Authentic task design boosted learner engagement and reflection.
✔ Refined design principles supported broader application in higher ed.

Practical Applications: How Educators Can Use This Research

Course Design
📌 Embed real-world, authentic tasks into online modules.
📌 Include reflective and collaborative learning components.
📌 Align assessments with learner-driven problem solving.

Evaluation Tools
📌 Use active learning rubrics to review course designs.
📌 Survey students for feedback on engagement and meaning.
📌 Identify missing design features in existing content.

Instructional Support
📌 Train educators in learner-centered design strategies.
📌 Integrate these principles into LMS templates.
📌 Update course approval standards to reflect findings.

Conclusion
This study refines how we define and measure active learning online, offering practical, evidence-based design tools for quality digital instruction.

Key Words
active learning, online course design, authentic tasks, design-based research, learning engagement

Reference
Reilly, C., & Reeves, T. C. (2024). Refining Active Learning Design Principles Through Design-Based Research. Active Learning in Higher Education, 25(1), 81–100. https://doi.org/10.1177/14697874221096140

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Active Learning for Online Learning. Excellent Educator, 2(10), 5