Active learning activities and pedagogical strategies can look different in online learning environments, particularly in asynchronous courses when students are not interacting with the instructor, or with each other, in real time. This paper suggests a three-pronged approach for conceptualizing active learning in the online asynchronous class: the creation of an architecture of engagement in the online classroom, the use of web-based tools in addition to the learning management system, and a re-imagining of discussion boards as interactive spaces. The adoption of these approaches invites meaningful action and reflection to create truly active learning activities in online asynchronous classes.
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Shannon A. Riggs and Kathryn E. Linder, Oregon State University Ecampus