If we were to mention “online group work” to you or your students, you may cringe and remember all of the challenges encountered when attempting such a task. You are likely familiar with feedback from students such as:
How do you know that utilizing active learning strategies helped your learners achieve not only something, but they achieved something more?
Lecture, as an education design strategy, is familiar and perhaps comfortable to us all. So much so that paradigms exist regarding how to give and receive knowledge and skills.
This blog post is the second in a series about active learning course design. The first post provided an evidence-based perspective on how moving from a lecture paradigm design to an active learning design improves student learning. This second post explores how to design active learning for the face-to-face classroom.