Reading # 5 for Participant Investigating Active Learning Strategies

STRATEGIES TO INCORPORATE ACTIVE LEARNING INTO ONLINE
TEACHING
Diane Austin, M.Ed., Instructor and Distance Learning Technology Specialist*
Nadine D. Mescia, M.H.S., Director of Training°

What is active learning? Bonwell and Eison describe active learning
strategies as those that involve "students in doing things and (have the students)
think about the things they are doing" (Bonwell and Eison, 1991, p. iii). Active
learning is a key element in the learning process and most adult learning models
view interaction (active learning) as a crucial component (Mantyla, 1999, p. 19).
In an effective learning environment that incorporates active learning strategies,
"greater emphasis is placed on students exploration of their own meaning,
attitudes, and values" (Bonwell and Eison, 1992; Mantyla, 1999, p.19). However,
a mistaken view many educators have is that learning is an active process and as
such, all learning is active, even the most commonly used form of instruction, the
passive lecture. In an active learning environment, "less emphasis is placed on
transmitting information (teacher-centered) and more on developing students'
skills (student-centered)" (Bonwell and Eison, 1991, p.2).

Active learning is not only an effective instructional strategy in the traditional
learning environment, but also, it is effective in an online environment.
Instructors/designers must continue to design activities that support learning
objectives, but structure them to work online, outside of the traditional classroom
environment where active learning techniques are heavily dependent upon face-to-
face interaction (e.g., discussion, group work, role-play). For example,
consideration must be given to the fact that instructor and learners may not be in
the same place at the same time (asynchronous) to interact whereby relying on
instructional technologies as part of the interactive learning process. However, the
online environment can sometimes be a more favorable learning environment for
students in that all have equal opportunity to participate, share thoughts and
develop ideas over periods of time. Students' expressions are not limited by the
class size, which are called upon, or time allotted to participate (Harasim, et al,
1997).
Why active learning? Succinctly stated, "active participation strengthens
learning" regardless of environment (Harasim, et al, 1997, p. 29). Active learning
requires "intellectual effort, encouraging higher-order thinking (analysis,
synthesis, evaluation)" and provides a means for the learner to assimilate, apply,
and retain learning (Bonwell and Eison, 1991; Harasim, et al, 1997). Strategies
promoting active learning are superior to passive learning (lectures) in promoting
the development of student's skills in thinking and writing (Bonwell and Eison,
1991, iii). Active learning accommodates a variety of learning styles, promotes
student achievement, enhances learner motivation, changes student attitudes, and
basically, causes learners to learn more (Astin, 1985). Bonwell and Eison contend
that from a preference perspective, students (generally) prefer strategies
promoting active learning to traditional lectures and other passive methodologies
(1991). School of Library and Information Science, University of South Florida
° Florida Center for Leadership in Public Health Practice, COPH, University of South Florida

Active learning empowers students to take primary responsibility for their
education (student-centered) (Warren, 1996), although requiring faculty to
relinquish some control to the student to encourage their learning path (Gibson,
1998, p.79).
What are appropriate active learning strategies for an online environment?
Designing instructional strategies (traditional or online) to engage learners is
challenging. Traditional strategies must be adapted and/or new strategies
developed for the online learning environment. Widely used effective active
learning strategies such as group work or role-play can even be successfully
adapted for an online environment. When developing active learning strategies for
an online environment, the instructor/designer should first consider sound design
practices including, but not limited to: assessing the learners, knowing the context
and environment in which learners will be operating, knowing instructional tools
and techniques for delivery, developing supporting strategies in the form of
directions and resources, incorporating assessment of learning outcomes and
course design, and designing with active engagement in mind (Mantyla, 1999).
Starting from a basic instructional design model and continuing good teaching
practices are important because according to Moore and Kearsley, "active
learning is probably not going to happen in an online environment unless the
interaction is deliberately planned and the instructor encourages it" (1999).
Components of good active learning activities are the same, whether
presented in traditional or in online environments. Activities should 1) have a
definite beginning and ending; 2) have a clear purpose or objective; 3) contain
complete and understandable directions; 4) have a feedback mechanism; and 5)
and include a description of the technology or tool being used in the exercise
(Mantyla, 1999, p.83). When using traditional active learning strategies, instructors/designers will want to consider the following: Can learners complete the activity independently? Will they need specific guidance before or during the activity? Will visuals or other materials be needed? Will they need to collaborate with other learners? How do the learners ask questions? Will there be formative or summative evaluation? What tools will be available to support the activity, including technology,
resources, and examples? Should different strategies and tools that provide
multiple ways of experiencing learning? (Mantyla, 1999, p. 65) There are many
examples of active learning strategies that can be adapted for the on- line
"classroom" including, but not limited to:

· Assessment - tests andquizzes that provideimmediate feedback· Readings, casestudies· Discussions (virtualchat, bulletin board)· Writings (reflectivejournals, summaries,essays, critiques)· Projects- groupor individual · Experiential Learning:Internships/Preceptor-ships/ Externships· Demonstrations withquestioning (video clips)· Study/supportgroups· Visual-basedinstruction (streamedvideo or CD)· Games & Simulations · Problem solving · Online Presentations· Community building · Role-play · Directed research

In summary, active learning strategies are effective in engaging learners and
assisting them in creating their own learning experiences. Models and tested
strategies can help instructors/designers (novice and experienced) develop new
activities to engage learners in the online environment. It is the instructor's
(designer's) responsibility to develop an environment that supports active learning
strategies and methods to enhance learning and support the learning objectives.
There are many resources available to support developing effective online
learning environments through active learning strategies.

For an annotated list and a copy of this presentation, visit http://www.cas.usf.edu/lis/presentation.
BIBLIOGRAPHY
Astin, A. W. (1985). Achieving educational excellence. San Francisco: Jossey-Bass.
Barron, A. E. & Ivers, K. S. (1998). The internet and instruction: Activities and
ideas (2nded.). Englewood, CO. Libraries Unlimited, Inc.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in
the classroom. Washington, DC: ASHE-ERIC Higher Education Report No. 1.

Brooks, D. W. (1997). Web-teaching: A guide to designing interactive teaching
for the world wide web. New York, NY: Plenum Press.

Canady, R. L.& Rettig, M. D. (1996). Teaching in the block: Strategies for
engaging active learners. Larchmont, NY: Eye on Education.

Fogarty, R. (1990). Designs for cooperative interactions. Palatine, IL: IRI/
Skylight Publishing, Inc.

Gibson, C. C. (Ed.). (1998). Distance learners in higher education. Madison, WI:
Atwood Publishing.

Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning networks: A
field guide to leaching and learning online. Cambridge, MA: Massachusetts Institute of
Technology.

Harmin, M. (1994). Inspiring active learning: A handbook for teachers.
Alexandria, VA: Association for Supervision and Curriculum Development.

Harris, J. (1998). Design tools for the internet-supported classroom.
Alexandria, VA: Association for Supervision and Curriculum Development.
Keirns, J. L. (1999). Designs for self instruction: Principles, processes, and
issues in developing self-directed learning. Needham Heights, MA: Allyn & Bacon.

Kemp, J. E., Morrison, G. R., & Ross, S. M. (1998). Designing effective
instruction (2nd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Mantyla, K. (1999). Interactive distance learning exercises the really work!
Alexandria, VA: American Socity for Training and Development.

McTighe, J. and Lyman, F.T.(April, 1988). "Cuing thinking in the classroom:
The promise of theory-imbedded tools." Educational Leadership, 45,7: 18-24.

Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view.
Belmont, CA: Wadsworth Publishing Company.

Silberman, M. (1996). Active learning: 101 strategies to teach any subject.
Needham Heights, MA: Allyn & Bacon.

Ukens, L. L. (2000). Energize your audience. San Francisco, CA: Jossey-Bass.
Warren, R.G. (1996). Carpe diem: A student guide to active learning. Lanham,
MD: University Press of America.

STRATEGIES TO INCORPORATE ACTIVE LEARNING INTO ONLINE
TEACHING
Diane Austin, M.Ed., Instructor and Distance Learning Technology Specialist*
Nadine D. Mescia, M.H.S., Director of Training°

What is active learning? Bonwell and Eison describe active learning
strategies as those that involve "students in doing things and (have the students)
think about the things they are doing" (Bonwell and Eison, 1991, p. iii). Active
learning is a key element in the learning process and most adult learning models
view interaction (active learning) as a crucial component (Mantyla, 1999, p. 19).
In an effective learning environment that incorporates active learning strategies,
"greater emphasis is placed on students exploration of their own meaning,
attitudes, and values" (Bonwell and Eison, 1992; Mantyla, 1999, p.19). However,
a mistaken view many educators have is that learning is an active process and as
such, all learning is active, even the most commonly used form of instruction, the
passive lecture. In an active learning environment, "less emphasis is placed on
transmitting information (teacher-centered) and more on developing students'
skills (student-centered)" (Bonwell and Eison, 1991, p.2).

Active learning is not only an effective instructional strategy in the traditional
learning environment, but also, it is effective in an online environment.
Instructors/designers must continue to design activities that support learning
objectives, but structure them to work online, outside of the traditional classroom
environment where active learning techniques are heavily dependent upon face-to-
face interaction (e.g., discussion, group work, role-play). For example,
consideration must be given to the fact that instructor and learners may not be in
the same place at the same time (asynchronous) to interact whereby relying on
instructional technologies as part of the interactive learning process. However, the
online environment can sometimes be a more favorable learning environment for
students in that all have equal opportunity to participate, share thoughts and
develop ideas over periods of time. Students' expressions are not limited by the
class size, which are called upon, or time allotted to participate (Harasim, et al,
1997).
Why active learning? Succinctly stated, "active participation strengthens
learning" regardless of environment (Harasim, et al, 1997, p. 29). Active learning
requires "intellectual effort, encouraging higher-order thinking (analysis,
synthesis, evaluation)" and provides a means for the learner to assimilate, apply,
and retain learning (Bonwell and Eison, 1991; Harasim, et al, 1997). Strategies
promoting active learning are superior to passive learning (lectures) in promoting
the development of student's skills in thinking and writing (Bonwell and Eison,
1991, iii). Active learning accommodates a variety of learning styles, promotes
student achievement, enhances learner motivation, changes student attitudes, and
basically, causes learners to learn more (Astin, 1985). Bonwell and Eison contend
that from a preference perspective, students (generally) prefer strategies
promoting active learning to traditional lectures and other passive methodologies
(1991). School of Library and Information Science, University of South Florida
° Florida Center for Leadership in Public Health Practice, COPH, University of South Florida

Active learning empowers students to take primary responsibility for their
education (student-centered) (Warren, 1996), although requiring faculty to
relinquish some control to the student to encourage their learning path (Gibson,
1998, p.79).
What are appropriate active learning strategies for an online environment?
Designing instructional strategies (traditional or online) to engage learners is
challenging. Traditional strategies must be adapted and/or new strategies
developed for the online learning environment. Widely used effective active
learning strategies such as group work or role-play can even be successfully
adapted for an online environment. When developing active learning strategies for
an online environment, the instructor/designer should first consider sound design
practices including, but not limited to: assessing the learners, knowing the context
and environment in which learners will be operating, knowing instructional tools
and techniques for delivery, developing supporting strategies in the form of
directions and resources, incorporating assessment of learning outcomes and
course design, and designing with active engagement in mind (Mantyla, 1999).
Starting from a basic instructional design model and continuing good teaching
practices are important because according to Moore and Kearsley, "active
learning is probably not going to happen in an online environment unless the
interaction is deliberately planned and the instructor encourages it" (1999).
Components of good active learning activities are the same, whether
presented in traditional or in online environments. Activities should 1) have a
definite beginning and ending; 2) have a clear purpose or objective; 3) contain
complete and understandable directions; 4) have a feedback mechanism; and 5)
and include a description of the technology or tool being used in the exercise
(Mantyla, 1999, p.83). When using traditional active learning strategies, instructors/designers will want to consider the following: Can learners complete the activity independently? Will they need specific guidance before or during the activity? Will visuals or other materials be needed? Will they need to collaborate with other learners? How do the learners ask questions? Will there be formative or summative evaluation? What tools will be available to support the activity, including technology,
resources, and examples? Should different strategies and tools that provide
multiple ways of experiencing learning? (Mantyla, 1999, p. 65) There are many
examples of active learning strategies that can be adapted for the on- line
"classroom" including, but not limited to:

· Assessment - tests andquizzes that provideimmediate feedback· Readings, casestudies· Discussions (virtualchat, bulletin board)· Writings (reflectivejournals, summaries,essays, critiques)· Projects- groupor individual · Experiential Learning:Internships/Preceptor-ships/ Externships· Demonstrations withquestioning (video clips)· Study/supportgroups· Visual-basedinstruction (streamedvideo or CD)· Games & Simulations · Problem solving · Online Presentations· Community building · Role-play · Directed research

In summary, active learning strategies are effective in engaging learners and
assisting them in creating their own learning experiences. Models and tested
strategies can help instructors/designers (novice and experienced) develop new
activities to engage learners in the online environment. It is the instructor's
(designer's) responsibility to develop an environment that supports active learning
strategies and methods to enhance learning and support the learning objectives.
There are many resources available to support developing effective online
learning environments through active learning strategies.

For an annotated list and a copy of this presentation, visit http://www.cas.usf.edu/lis/presentation.
BIBLIOGRAPHY
Astin, A. W. (1985). Achieving educational excellence. San Francisco: Jossey-Bass.
Barron, A. E. & Ivers, K. S. (1998). The internet and instruction: Activities and
ideas (2nded.). Englewood, CO. Libraries Unlimited, Inc.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in
the classroom. Washington, DC: ASHE-ERIC Higher Education Report No. 1.

Brooks, D. W. (1997). Web-teaching: A guide to designing interactive teaching
for the world wide web. New York, NY: Plenum Press.

Canady, R. L.& Rettig, M. D. (1996). Teaching in the block: Strategies for
engaging active learners. Larchmont, NY: Eye on Education.

Fogarty, R. (1990). Designs for cooperative interactions. Palatine, IL: IRI/
Skylight Publishing, Inc.

Gibson, C. C. (Ed.). (1998). Distance learners in higher education. Madison, WI:
Atwood Publishing.

Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning networks: A
field guide to leaching and learning online. Cambridge, MA: Massachusetts Institute of
Technology.

Harmin, M. (1994). Inspiring active learning: A handbook for teachers.
Alexandria, VA: Association for Supervision and Curriculum Development.

Harris, J. (1998). Design tools for the internet-supported classroom.
Alexandria, VA: Association for Supervision and Curriculum Development.
Keirns, J. L. (1999). Designs for self instruction: Principles, processes, and
issues in developing self-directed learning. Needham Heights, MA: Allyn & Bacon.

Kemp, J. E., Morrison, G. R., & Ross, S. M. (1998). Designing effective
instruction (2nd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Mantyla, K. (1999). Interactive distance learning exercises the really work!
Alexandria, VA: American Socity for Training and Development.

McTighe, J. and Lyman, F.T.(April, 1988). "Cuing thinking in the classroom:
The promise of theory-imbedded tools." Educational Leadership, 45,7: 18-24.

Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view.
Belmont, CA: Wadsworth Publishing Company.

Silberman, M. (1996). Active learning: 101 strategies to teach any subject.
Needham Heights, MA: Allyn & Bacon.

Ukens, L. L. (2000). Energize your audience. San Francisco, CA: Jossey-Bass.
Warren, R.G. (1996). Carpe diem: A student guide to active learning. Lanham,
MD: University Press of America.