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:
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.