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Strategies for Active Learning in Online
Continuing Education
Janet M. Phillips, MS, RN
ABSTRACT
Online continuing education and staff development is on Feedback from peers, educators, and technology greatly
the rise as the benefi ts of access, convenience, and quality infl uences learner satisfaction and must be harnessed to
learning are continuing to take shape. Strategies to enhance provide effective learning experiences. Outcomes of active
learning call for learner participation that is self-directed and learning can be assessed online and implemented conve-
independent, thus changing the educator’s role from expert niently and successfully from the initiation of the course or
to coach and facilitator. Good planning of active learning module planning to the end of the evaluation process. On-
strategies promotes optimal learning whether the learn- line learning has become accessible and convenient and
ing content is presented in a course or a just-in-time short allows the educator to track learner participation. The future
module. Active learning strategies can be used to enhance of online education will continue to grow, and using active
online learning during all phases of the teaching–learning learning strategies will ensure that quality learning will oc-
process and can accommodate a variety of learning styles. cur, appealing to a wide variety of learning needs.
oday’s educator is challenged by the changes that The other option for delivery of educational content on-
Tneed to be made when offering instruction online line is to use a learning management system, which is an
after having taught in the classroom. Technology has all-in-one comprehensive software management system
become available for educators to offer accessible for web-based courses. It provides a home base for the
and convenient instruction while tracking learner course and allows access for both the educators and learn-
participation via the computer for a variety of learn- ers using a variety of communication and course manage-
ing situations. Continuing education in staff develop- ment tools (Dell, 2002). It requires a fi nancial commitment
ment is being created for the just-in-time learner with from the institution to purchase computers with proper
short modules or mandatory competencies that can specifi cations, computer servers, institutional technology
be completed quickly and effi ciently online. Material infrastructure, and technical help. After these are in place,
can be developed by piecing together software, web the educator has a fl exible platform for web-based instruc-
pages with PowerPoint presentations, and PDF fi les tion that provides a shell for instructional material and can
that are designed by technical designers, informa- house completed or prepackaged courses.
tion technology experts, or educators skilled in web A learning management system has tools that are
design. These learning segments are often placed in easy to learn, and educators can focus on course or
institutions’ intranet computer systems and are avail- module development rather than the technology. The
able for use within the facility. This can be a laborious core features include student management and track-
process, but customized to the educator’s needs, and ing, presentation of materials, communications, sched-
is less of a fi nancial commitment on the part of the uling, and testing of learners. These systems put a fo-
institution. cus on collaboration between learners and feedback
from instructors with discussion forums and areas
for student electronic projects. The learning manage-
Ms. Phillips is Adjunct Faculty, Environments for Health, Online ment system is suited for engaging learners in active
Faculty and Nurse Planner, Center for Teaching and Lifelong Learning, learning strategies where learning is an active process
Indiana University School of Nursing, Indianapolis, Indiana. in which the instructor and the learner are partners in
Address correspondence to Janet M. Phillips, MS, RN, Indiana School
of Nursing, 1111 Middle Drive, Indianapolis, IN 46202. building knowledge (Conrad & Donaldson, 2004).
Strategies for Active Learning Online · Phillips
77
ACTIVE LEARNING STRATEGIES DEFINED fer active learning, particularly the younger learners
Online education for lifelong learning requires nurs- who have been involved with active learning as edu-
es to be actively involved in all phases of the learning cational technology was created.
process. Active learning stimulates higher-order cog- Active learning strategies are used in online learn-
nitive processes such as critical thinking and analysis ing for a variety of reasons. The primary use of active
(Bevis, 1989). Adults are self-directed, motivated to learning strategies is to engage the learner in higher-or-
learn, and prefer active learning strategies (Knowles, der thinking (e.g., analysis, synthesis, and evaluation),
1990). Bonk and King (1998) used constructivism the- which allows the learner to assimilate, apply, and re-
ory to guide learning that can occur electronically by tain learning. Active learning strategies accommodate
maintaining a scaffolding effect as learners actively many learning styles, promote learner achievement,
build on learner-centered principles. Chickering and enhance motivation, and cause learners to learn more.
Gamson (1987) summarized seven principles of good Learners generally prefer active learning strategies
practice in education, which form the foundation of over conventional passive teaching methodologies
active learning. (Austin & Mescia, 2004).
The seven principles of good practice in educa- When online active learning strategies are imple-
tion provide a framework for learner-centered teach- mented, the role of the learner changes from passive
ing and learning guidelines, in the classroom and in to one who is self-directed and takes responsibility for
the online environment. The fi rst principle is high his or her own learning. Therefore, the educator’s role
expectations, which are created by the educator for changes from that of the authoritarian expert to coach
the learner to have ambitious goals toward success. or facilitator. The shift occurs from content-driven
The second principle is reciprocity and cooperation presentations to shared inquiry between learners and
among students, which encourages learners to derive educators to answer questions and solve problems
learning from interaction among peers. The third that will “facilitate modeling, foster creativity, and
principle is active learning, which encourages the enhance active and collaborative learning” (Zwirn,
learner to be actively involved with the learning pro- 2005, p. 394). For example, learners may participate in
cess, thus learning faster and retaining knowledge online discussions and are primarily interacting with
longer. The fourth principle is time on task, which one another. The educator guides the discussion with
ensures that the learner is spending suffi cient time remarks about the learners’ responses and may sum-
engaged in the course content to obtain objectives marize the content at the end of the learning segment
and outcomes. The fi fth principle is feedback, which rather than dominate the discussion with his or her
includes meaningful interactions between learn- agenda.
ers and peers, educators, and technology. The sixth
principle is student–educator interaction, which pro- PLANNING ACTIVE LEARNING STRATEGIES
motes signifi cant interaction between the student and Active learning strategies that can be used online
the educator in structured and unstructured ways to must be developed by the educator/designer using
facilitate learning. The seventh principle is respect sound design practices including learner assessments,
for diversity, which promotes learning while learners developing technical support and resources, incorpo-
and educators respect different ways of knowing and rating assessment of learning outcomes and course
cultural values. design, and designing with active learning in mind
Passive learning, as opposed to active learning, is (Mantyla, 2000). The learners should have the oppor-
what many educators remember as the lecture for- tunity to apply course principles and receive feedback
mat of teaching where learners are not required to be from their active participation. Higher level thinking
actively involved. Other examples of passive learn- should be expected from the active application of the
ing include reading assignments and watching vid- course principles. Costs, learning styles, and teaching
eotapes. Ideas are acquired and information is made styles play key roles in the selection of active learn-
available through recall (Bevis, 1989). Fewer higher ing strategies online. Technology support is vital to all
cognitive skills are used, and lower-level learning is phases of planning, implementing, and evaluating ac-
often the outcome. Many nurses are currently pursu- tive learning strategies, for both educators and learn-
ing continuing education opportunities and will con- ers.
tinue to do so because lifelong learning is needed to Examples of active learning strategies in online
stay abreast of changes in the health care arena. They courses or modules that provide feedback to the learn-
may be accustomed to passive learning, but many pre- er are listed in Table 1. Feedback can be provided by
78 The Journal of Continuing Education in Nursing · March/April 2005 · Vol 36, No 2
TABLE 1
EXAMPLES OF ONLINE ACTIVE LEARNING STRATEGIES AND FEEDBACK TO LEARNER
Online Active Learning Strategy Feedback to Learner
Student assessment surveys Learner knowledge feedback from technology or educator.
Online tests and quizzes Outcome evaluation from automatic technology feedback to
prompt student to review content that was answered incorrectly.
Writings such as refl ective journals or essays using word proces- Feedback from educator and peers in asynchronous threaded
sor and fi le attachments discussion forms.
Video clips with author or content experts Feedback from educator and peers in asynchronous threaded
discussion forums where content is analyzed.
Asynchronous online discussions Feedback from peers or educator in threaded discussions.
Synchronous online discussions (e.g., live chats) Real-time feedback from peers or educator.
Interactive online games Feedback about outcomes from technology.
Readings from hyperlinks (links to web sites) Interaction with web site and feedback from peers or educator in
asynchronous discussion forums about the information learned
in web sites.
Case studies with required responses Feedback from peers or educator in asynchronous or synchro-
nous discussion forums.
Role play with designated roles related to case studies Feedback from peers or educator in asynchronous or synchro-
nous discussion forums.
Debates with assigned roles (e.g., taking stands for advantages Feedback from group, peers, or educator in asynchronous or
and disadvantages of issues) synchronous discussion forums.
Study groups or support groups, assigned or learner choice Feedback from group and peers.
Group projects with assigned roles Feedback from group, peers, or educator in asynchronous or
synchronous discussion forums. Groups can be assigned to
designated discussion forums called learning circles.
Individual projects (e.g., writing papers about assigned content Feedback from educator in electronic editing in word processor.
using word processing and fi le attachments)
Experiential learning with writings about clinical practice, client Feedback from group, peers, or educator in asynchronous or
assignments, or internships synchronous discussion forums.
Prepared instruction from software (compact disks) or web sites Feedback from technology or peers and educator when content is
(continuing education online) applied in writings or discussions online.
Online presentations using software (e.g., PowerPoint) Viewers can receive feedback from the technology in the online
presentation. Learners receive feedback from peers or educator
in asynchronous or synchronous discussion forums about the
online presentation.
Electronic portfolio submission Feedback from peers or educator in asynchronous or synchro-
nous discussion forums.
Writing case studies Feedback from group, peers, or educator in asynchronous or
synchronous discussion forums.
Care plan submissions Feedback from peers or educator in asynchronous or synchro-
nous discussion forums.
Social spaces for “water cooler talk” Feedback from peers.
Problem-solving assignments with real-world problems Feedback from real-world situations, peers, and educator.
Online community-building projects (e.g., creating a web site Feedback from participants on web site, peers, and educator.
for a support group)
Peer review projects using electronic editing in word processor Feedback from peers, technology, and educator.
the educator, peers, or technology. The fi gure shows ing strategy. Learners must place terms into the proper
a screen shot of an interactive “drag and drop” game category. The learner receives feedback and must com-
created by the author as an example of an online learn- plete the exercise within the timeframe on the clock.
Strategies for Active Learning Online · Phillips
79
Figure. Screen shot of interactive game exercise.
Because learners will continue to come from a va- programs. For example, lack of computer skills, espe-
riety of generations, it is important for educators to cially in nurses from the Boomer generation, may be a
facilitate their learning needs to plan and implement barrier to online learning and prevent the prospective
effective programs using active learning. According learner from attempting online continuing education.
to Billings (2004), learners can be identifi ed as the Net Online computer literacy surveys can be conducted to
Generation (24 years and younger), Generation X (24 to determine the level of the learners’ computer skills and
44 years), and Boomers (44 to 64 years). Active learning need for orientation to the computer prior to engaging
for the Net Generation can be easily instituted because in online learning activities (Schmitt, Titler, Herr, & Ar-
they already know how and where to fi nd information dery, 2004).
using existing technology. Generation X learners are In planning the course, the educator will also want
not as technically savvy and may need more direction to have evaluations completed by course reviewers
from facilitators. Boomers are accustomed to passive (e.g., content experts, technology experts, online edu-
learning and will need to be encouraged to learn and cation experts, peer educators, and learners). Both
explore new, active learning methods. Educators will internal and external evaluators can provide helpful
want to assess the needs of the generational learners, insight into the content, technology, and teaching ef-
and then provide opportunities for them to learn opti- fectiveness of the course or module. Conducting sur-
mally and actively. veys online can make it convenient and easy to evalu-
In addition to appraising the needs of generational ate data. The data from these online surveys can be
learners, assessment is also completed as part of the used to make course changes that meet the learners’
planning process when applying active learning strat- needs before the course “goes live.”
egies. Assessments serve as a foundation for identify- The educator will also plan to add other evaluations
ing and preparing the appropriate content that is to that can be imbedded in the course (e.g., formative,
be taught (Vandeveer, 2005). Assessments can be con- summative, educator, and technology evaluations).
ducted to measure student abilities and knowledge Formative evaluations will help the educator to de-
before, during, and after participation in courses or termine how things are going with the learners at ap-
80 The Journal of Continuing Education in Nursing · March/April 2005 · Vol 36, No 2
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