Opinion Piece: ‘Learning is More Active When Online, Period’
Paolo Oprandi
The provocation
It can be easier to make learning active, inclusive, and engaging when we employ online methods than when we stick solely to traditional classroom teaching methods. A growing body of research demonstrates that online learning can be highly active, interactive, and effective when designed with pedagogical intention (Barbetta, 2023; Beimel et al., 2024; Butcher, 2020; Wittayakom et al., 2024).
Active learning online
Active learning can involve students in their learning in many ways, such as in discussions, groupwork, and field trips. Some active learning can be done during in-person teaching, but in this piece I argue much is actually easier and more inclusive to facilitate online.
Take, for example, seminar discussions. Discussions are as possible online as in the classroom. Online discussion usually allows:
- More time for the students to make their points;
- More resources readily available than in most classrooms to back up points with evidence.
Consider group work. Online group work eliminates coordination problems that plague in-person collaboration, such as:
- Unequal participation, because every contribution is documented through revision histories and timestamps through the use of online tools;
- Varying student schedules, because asynchronous participation allows students to focus their intellectual energy on the task rather than on logistical tensions.
Even field trips can be improved through online tools. Activities like museum visits, where students visit local museums or galleries to conduct investigations, are improved when students go independently, or in small groups, and have the opportunity to share their findings and insights online. Students can explore specific research questions during their visits, gather evidence through photos, notes, and close observation, then present their discoveries through collaborative platforms. Independent field trips of this nature are an even richer experience than whole class field trips as they can develop:
- Diverse perspectives, and expose the group to broader evidence and interpretations than a single visit could provide;
- Comparative interpretation skills, as students contrast their own experiences and learning with that of their peers;
- Active student agency and research literacy while maintaining the collaborative benefits of shared scholarly inquiry.
Conclusion
In this piece I have used three active learning examples to address the common misconception that online learning is fundamentally less active than classroom learning. I have argued that if designed intentionally, online learning can be more active than in-person teaching with less of the limitations.
References
Barbetta, P. M. (2022). Technologies as Tools to Increase Active Learning During Online Higher-Education Instruction. Journal of Educational Technology Systems, 51(3), 317-339. https://doi.org/10.1177/00472395221143969
Beimel, D., Tsoury, A., & Barnett-Itzhaki, Z. (2024). The impact of extent and variety in active learning methods across online and face-to-face education on students’ course evaluations. Frontiers in Education, 9, Article 1432054. https://doi.org/10.3389/feduc.2024.1432054
Butcher, C. (2020, August 6). Using Virtual Gallery Walks to Build Community in Online Classes. APSA. https://educate.apsanet.org/using-virtual-gallery-walks-to-build-community-in-online-classes
Wittayakom, S., Kanjanavisutt, C., & Rumpagaporn, M. W. (2024). Online Training by Active Learning Approaches: A Systematic Literature Review. Higher Education Studies, 14(4), 53-72.
About the author
Dr Paolo Oprandi is a learning designer and researcher, specialising in digital pedagogy and inclusive learning. Paolo co-chairs the Active Learning Network and has published widely on technology-enhanced learning and curriculum innovation.
