Enhancing Active Learning With Digital Tools

What is Active Learning?

Look at all the foundational learning theories to notice the consistency across them: the idea that learning is not static and does not happen within a vacuum. Time and time again, we hear that students don’t all learn the same way, which means not all students will learn best by simply listening and reading only. The basis of active learning is the belief that students are engaged in their learning, often through interactive, multimedia, and digital platforms that foster participation. Colleges and universities are recognizing its benefits in fostering deeper learning, critical thinking, and student engagement. Active learning can take many forms, and it becomes even more powerful when combined with digital learning tools.

Bridging Digital Learning and Active Learning

Technology has expanded the possibilities for active learning, offering new ways for students to collaborate, reflect, and engage with content beyond traditional classroom discussions. Think of Mayer’s Multimedia Learning Theory, which asserts that people learn more effectively when information is presented through a combination of visual and auditory channels, rather than through text or speech alone (Mayer, 2001). This theory emphasizes the importance of reducing cognitive overload by designing learning materials that integrate images, diagrams, videos, and narration effectively. By leveraging digital tools and multimedia resources, educators can create learning experiences that align with how the brain processes information, further supporting active learning principles. Digital tools—such as interactive discussion platforms, multimedia annotation tools, and collaborative workspaces—support active learning by allowing students to engage asynchronously, receive real-time feedback, and participate in diverse learning experiences.

By integrating technology with active learning strategies, instructors can:

• Foster student collaboration through digital discussions and shared documents.
• Use multimedia tools to create interactive and engaging learning experiences.
• Provide opportunities for reflection and deeper processing through online journaling and feedback.
• Adapt instruction to different learning preferences and accessibility needs.

Preparing for Active Learning: Course, Instruction, and Student Readiness

Successfully implementing active learning requires thoughtful preparation—not just in how activities are designed but also in how instructors set up their courses, adjust their instructional strategies, and prepare students for an interactive learning experience. This section outlines best practices for getting started, including how to structure a course for active learning, train students on new tools, and check available classroom technologies to ensure a smooth transition.

Align Active Learning with Course Objectives

Before introducing active learning strategies, consider:

• What learning outcomes are you trying to achieve?
• Which activities will best support these goals? 
• How will student engagement be assessed? 

Active learning should be intentionally designed to support course objectives, rather than added as an afterthought.

Consider Timing & Pacing

Active learning takes time. Both for students to engage and for instructors to facilitate effectively. Plan your course by:

• Building in time for discussions, collaboration, and reflection.
• Balancing active and passive learning. Not every class needs to be highly interactive; mix lectures with engagement activities.
• Allowing flexibility. Some students may take longer to adjust to interactive learning environments.

Best Practice: Start small, replace one lecture segment or assignment with an interactive activity to test engagement and refine your approach.

Check Your Classroom Setup

The physical space and available technology in your classroom can influence how active learning strategies work. Before finalizing lesson plans, check what’s available in your assigned teaching space.

How to Look Up Your NC State Classroom Setup

NC State provides an online Classroom Search Tool where instructors can check:

• Room type (lecture hall, seminar room, active learning classroom)
• Available technology (projectors, microphones, collaboration screens)
• Seating arrangements (fixed rows vs. moveable tables for group work)

Access the NC State Classroom Search Tool Here

Best Practice: If your assigned room isn’t ideal for certain activities, consider adapting strategies that can be done with personal devices or adjusting lesson plans to fit the available space.

Preparing Your Students for Active Learning

Organize Your Course Structure

A well-structured course makes it easier for students to navigate assignments, discussions, and collaborative work. Best practices include:

• Using clear, structured modules that introduce active learning activities step by step.
• Providing detailed instructions for interactive assignments so students know what’s expected.
• Embedding practice opportunities before high-stakes activities so students can get comfortable with expectations.

Best Practice: Create a “Getting Started” module at the beginning of the course that introduces active learning expectations and provides a low-stakes activity for students to practice with course tools.

Set Expectations Early

Many students are accustomed to passive learning and may be unsure what’s expected in an active learning course.

• Explain the purpose of active learning and how it benefits them.
• Be transparent about participation expectations—whether through discussions, group work, or reflective activities.
• Provide clear grading criteria if engagement is part of their assessment.

Best Practice: Include a short introductory video or announcement explaining how the course will incorporate active learning and what students can expect.

Provide Low-Stakes Practice with Digital Tools

Students often struggle with digital tools when they first encounter them, so providing low-pressure opportunities to practice before graded assignments is crucial.

• Offer an ungraded introductory activity where students can explore and experiment with the tools they’ll be using.
• Use a warm-up discussion or short response activity to help students get familiar with interactive platforms.
• Encourage students to ask questions early if they’re confused about how to engage in digital activities.

Best Practice: Create a “Test Your Tech” assignment where students complete a simple task using a course tool (e.g., posting in a forum, submitting a short reflection) with no grade penalty.

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Elements of Active Learning

Active learning can be broken down into four key elements. These elements represent the foundational ways students engage with content, process ideas, and deepen their understanding. While there are countless strategies for fostering active learning, they often fall into four key elements. So it can be a great place to begin when you begin to think about how you want to incorporate it into your instruction.

Talking and Listening 

Talking and listening are foundational to active learning because they help students clarify their understanding by putting information into their own words and hearing new perspectives. While instructor talk is critical, students must also practice discussing ideas and listening to each other. By engaging in dialogue, students actively process and internalize content, which deepens comprehension. To do this effectively, instructors must model good communication skills, such as listening attentively, helping students clarify their thoughts, and allowing time for responses (Bonwell & Eison, 1991).

Reading

Reading in an active learning context requires more than just skimming text—it demands critical engagement with what others have written. Unlike talking and listening, reading challenges students to process, analyze, and prioritize information to better understand someone else’s thinking (Bonwell & Eison, 1991). Instructors can facilitate this by providing clear, intentional reading instructions, encouraging annotation, and sharing their own reading strategies. Activities such as guiding students to identify key ideas, make comments, or respond to specific questions before reading help students engage more deeply and recall information more effectively.

Writing

Writing is a powerful tool for learning because it clarifies students’ thinking and forces them to organize their thoughts and communicate effectively. Beyond traditional assignments that focus on summarization, mindful and informal writing exercises help students actively construct their understanding. Short, low-stakes writing prompts allow students to explore their ideas, reflect on content, and express their thoughts with clarity and purpose. Encouraging students to write for their peers or collaborate on writing tasks can make their communication more precise and relatable while fostering a deeper connection with the material (Bonwell & Eison, 1991).

Reflecting

Reflection creates essential pauses for students to process what they’ve learned, connect ideas, and reframe their understanding. In the rush to “cover content,” quiet moments for reflection are often overlooked, but they are critical for deeper learning (Bonwell & Eison, 1991). By structuring opportunities for reflection—whether through silent thinking, journaling, or short reflective activities—students gain time to synthesize information and develop insights.

Practical Strategies & Tools By Element

Each section highlights a key active learning element and its role in student engagement. While you can explore the elements in order, you also have the option to jump directly to specific sections. Our goal is for this article to serve as a repository of strategies and tools to support you throughout your instructional journey.

Each element includes three featured tools that can facilitate active learning, along with a featured strategy demonstrating how one of these tools can be applied effectively. Looking for a ready-to-use classroom activity? Check out the Bright Ideas within each featured tool for an example you can implement in any course modality.

Remember, there are countless tools and strategies to support active learning—let this be your starting point!

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Talking & Listening

Why It Matters

Talking and listening are fundamental to active learning because they help students process ideas, clarify understanding, and engage with diverse perspectives. When students explain concepts in their own words or listen to peers, they reinforce their learning and develop essential communication skills.

While instructor talk is important for framing content and providing guidance, students benefit most when they actively participate in discussions. However, structuring meaningful conversations—especially in large or online classes—can be challenging.

Featured Tools for Talking & Listening

Moodle Forum

Moodle Forums provide a structured space for asynchronous discussions, allowing students to articulate ideas, engage in dialogue, and build on each other’s insights over time. Forums work well for Talking & Listening because they encourage thoughtful reflection, peer interaction, and collaborative problem-solving, even outside of live discussions.

Other ways to use Moodle Forums for Talking & Listening:

• Role-play discussions where students post as historical figures or debate from assigned perspectives.
• Student-led Q&A threads where peers pose and answer each other’s questions on complex topics.
• Case study analysis where students analyze real-world problems collaboratively.

Using Moodle Forums for Talking & Listening helps students process ideas deeply, engage with different viewpoints, and develop written communication skills.

Featured Strategy – Pass the Problem

The Pass the Problem strategy turns discussions into collaborative problem-solving chains, where students build on each other’s responses instead of simply reacting to the instructor’s prompt. This method encourages critical thinking, deeper engagement, and a dynamic exchange of ideas, as students refine, complicate, and expand on shared knowledge.

Bright Idea: Progressive Problem-Solving Thread

Overview: Instead of responding to a single discussion prompt, students take turns expanding, refining, and complicating a shared problem or scenario over multiple posts.

Steps for Setting It Up:

1. Instructor posts a scenario or open-ended problem. The problem should be complex enough to allow for multiple perspectives (e.g., “How should policymakers regulate AI-generated content?”).
2. Student A provides an initial response, analyzing the issue and suggesting a possible approach.
3. Student B must build on or refine Student A’s response, adding new insights, counterarguments, or complications.
4. Student C takes it further by applying a real-world example, introducing limitations, or suggesting an alternative viewpoint.
5. The process continues, creating a collaborative, evolving solution that incorporates multiple perspectives

Variations for Different Course Formats:

• Asynchronous: Each student is required to respond to at least two different threads to continue the problem-solving chain over a set period.
• Hybrid: Students brainstorm initial responses in a live session, then continue refining their ideas in Moodle Forums.
• In-Person: The instructor assigns small groups to develop responses on a shared document, then transfers the discussion to the forum for further refinement.

Best Practices for Setting It Up:

• Use a Q&A Forum format → This ensures students post their response before seeing others’ answers, encouraging independent thinking.
• Set staggered deadlines → Require initial posts by mid-week and follow-up responses later to keep discussions active.
• Encourage multimedia responses → Allow students to include charts, videos, or infographics to enhance their arguments.

Yellowdig

Yellowdig is a social, gamified discussion platform that promotes organic, student-led conversations. Unlike traditional discussion boards, Yellowdig rewards ongoing engagement through a point system, motivating students to sustain conversations over time rather than just posting once and moving on.

Other ways to use Yellowdig for Talking & Listening:

• Running ongoing, student-moderated discussions where learners lead weekly conversations.
• Building a course knowledge base where students contribute articles, videos, and reflections on course topics.
• Crowdsourcing solutions to a real-world problem in an open discussion format.

Yellowdig supports authentic communication, knowledge-sharing, and long-term engagement with course content.

Featured Strategy – The Half-Class Debate

The Half-Class Debate strategy structures discussions as a two-phase, student-led debate where students must defend an argument before switching sides. This encourages critical thinking, perspective-taking, and deeper engagement, as students must consider both sides of an issue before forming a final opinion.

Example Activity: Structured Debate & Persuasion Challenge

Overview: Students engage in a two-phase, student-driven debate where they must defend an argument before switching sides.

Steps for Setting It Up:

1. Divide students into two groups and assign them opposing stances on a controversial topic.
2. Phase 1: Students write an initial argument post defending their assigned stance, using evidence to support their claim.
3. Phase 2: Students switch roles and must now respond to a peer’s argument from the opposite perspective, forcing them to consider both sides.
4. Final Reflection: Students post a reflection on how their perspective evolved and vote on the strongest arguments.

Variations for Different Course Formats:

• Asynchronous: Students complete both debate phases over a full week, with a final reflection as their last post.
• Hybrid: The first phase happens live (in-person or on Zoom), and the response phase and reflections occur in Yellowdig.
• In-Person: The instructor facilitates a live debate, after which students write a follow-up reflection in Yellowdig.

Best Practices for Setting It Up

• Use Yellowdig from the start of the semester → Mid-semester implementation is less effective due to its gamified point system.
• Assign student “fact-checkers” → These students ensure arguments use credible sources before awarding engagement points.
• Require at least one counterargument → Encourage stronger discussions by ensuring students engage critically with opposing views.

Wooclap

Wooclap is an interactive polling tool that allows instructors to collect real-time student responses in various formats, including multiple-choice questions, open-ended responses, and word clouds. It’s particularly effective for engaging students in large classes or gathering diverse opinions quickly.

Other ways to use Wooclap for Talking & Listening:

• Icebreaker activities to generate word clouds of student perspectives.
• Concept checks during lectures using live polling.
• Anonymous Q&A sessions where students can submit and upvote discussion questions.

Wooclap enhances active engagement, real-time participation, and idea synthesis, making it a powerful tool for Talking & Listening activities.

Featured Strategy – Word Association Challenge

The Word Association Challenge strategy helps students uncover connections between concepts by visualizing their collective responses in a word cloud. This method encourages pattern recognition, idea synthesis, and peer-driven discussion, making it a great way to introduce or reinforce key topics.

Example Activity: Concept Mapping Through Live Word Clouds

Overview: Students use a live word cloud to generate associations, then analyze and organize them into concept maps to deepen understanding.

Steps for Setting It Up:

1. Instructor enters a broad topic into Wooclap (e.g., “What comes to mind when you think of globalization?”).
2. Students submit single-word responses, which populate into a live word cloud.
3. Once responses are displayed, students analyze the most common themes and outliers.
4. Students then break into small groups to organize terms into categories and construct a concept map showing relationships between ideas.
5. Each group presents their concept map, and the instructor leads a discussion on how ideas are interconnected.

Variations for Different Course Formats:

• Asynchronous: Instructors use the self-paced Wooclap mode, allowing students to submit words over 24 hours, then analyze the results in a forum discussion.
• Hybrid: The live word cloud activity happens in class, but students refine their concept maps in a shared document or discussion post afterward.
• In-Person: Students work in small groups with a physical whiteboard or digital collaboration tool, mapping the ideas together after viewing the word cloud.

Best Practices for Setting It Up

• Use “self-paced” mode for asynchronous discussions → Students can contribute ideas over time, rather than in real-time.
• Turn off auto-filtering → By default, Wooclap may filter out repeated words, which could affect live word clouds—disable this to see true patterns.
• Follow up with a written reflection → Ask students to explain the relationships they found in their concept maps for deeper engagement.

Reading

Why It Matters

Reading is a core component of learning, but passive reading alone does not ensure comprehension or retention. Active reading strategies encourage students to engage critically with texts, ask questions, make connections, and synthesize information. However, in digital learning environments, instructors may struggle to ensure students are actually engaging with the material rather than just skimming or skipping readings altogether.

This section introduces digital tools that transform reading from a passive activity into an interactive, collaborative learning experience.

Featured Tools for Reading

NC State Book

NC State Book allows instructors to provide interactive, multimedia-rich reading materials that integrate text, videos, images, and embedded quizzes into a seamless digital learning experience. This tool is great for structured reading assignments where students can engage with content actively rather than passively skimming.

Other ways to use NC State Book for Reading:

• Interactive textbook chapters with embedded questions to check comprehension.
• Case studies with multimedia elements that enhance real-world applications.
• Reading check-ins where students complete short reflections or summaries.

Using NC State Book for Reading supports comprehension, multimodal learning, and deeper engagement with course materials.

Featured Strategy – Scaffolded Reading with Embedded Checkpoints

The Scaffolded Reading strategy encourages students to actively engage with texts by integrating checkpoints that reinforce key ideas. By breaking longer readings into sections with built-in questions, annotations, or reflections, students retain more information and process material in meaningful ways.

BRIGHT IDEA: INTERACTIVE BOOKMARK JOURNALS

Overview: Instead of passively reading a chapter, students annotate key takeaways, ask questions, and make connections using built-in checkpoints.

Steps for Setting It Up:

1. Instructor uploads or creates reading materials within NC State Book.
2. Embedded checkpoints are placed at key points in the reading, such as:
   • Comprehension questions to ensure understanding.
   • Reflection prompts asking students to connect concepts to prior knowledge.
   • Quick annotations where students highlight main ideas or pose discussion questions.
3. Students complete checkpoints before progressing to the next section.
4. At the end, students summarize their learning in a brief reflection or discussion post.

Variations for Different Course Formats:

• Asynchronous: Students complete readings at their own pace, interacting with embedded prompts.
• Hybrid: Initial reading is done asynchronously, followed by a live discussion session.
• In-Person: Students read collaboratively in small groups, pausing at checkpoints to discuss before continuing.

Best Practices For Setting Up:

• Use a mix of question types → Combine multiple-choice, short answer, and discussion-based prompts for variety.
• Encourage annotation → Have students highlight key terms or pose questions within the reading.
• Monitor student progress → Use analytics to see where students struggle or disengage, adjusting accordingly.

Moodle Lesson

Moodle Lesson enables instructors to create interactive, structured reading experiences where students progress at their own pace. Lessons can feature embedded quizzes, branching pathways, and adaptive navigation, making them ideal for self-directed learning.

Other ways to use Moodle Lesson for Reading:

• Guided reading modules where students navigate content based on knowledge checkpoints.
• Case study walk-throughs where students explore different outcomes based on their responses.
• Concept reinforcement activities where students revisit key ideas before assessments.

Using Moodle Lesson for Reading encourages engagement, critical thinking, and tailored learning experiences based on student progress.

Featured Strategy – Reading Pathways with Choose-Your-Own-Adventure Format

The Reading Pathways strategy turns passive reading into an adaptive learning experience by offering multiple reading paths based on student choices or quiz performance. This ensures students interact with material at their own level, reinforcing comprehension and engagement.

BRIGHT IDEA: PRE-READING PREDICTION ANNOTATIONS

Overview: Instead of assigning a single, linear reading, students follow different pathways based on their comprehension, interests, or prior knowledge.

Steps for Setting It Up:

1. Instructor divides the reading into sections, each covering a different aspect of the topic.
2. After an introductory reading, students answer a checkpoint question to gauge their understanding.
3. Based on their response, they are guided to different reading pathways:
   • If they answered correctly: They continue to an application-based reading that deepens understanding.
   • If they answered incorrectly: They are redirected to a remedial reading with additional explanations and examples.
4. Students converge at a final section with a reflection question or short quiz to reinforce key takeaways.

Variations for Different Course Formats:

• Asynchronous: Students complete the lesson module independently, with embedded reflection questions at key points.
• Hybrid: The first reading checkpoint happens during a live session, while follow-up pathways are completed online.
• In-Person: The instructor guides students through different paths in real time, based on their responses to live comprehension checks.

Best Practices For Setting Up:

• Use branching logic effectively → Keep paths simple to avoid student confusion.
• Mix text with multimedia → Include videos, diagrams, or narrated explanations to support different learning styles.
• Track student progress → Use completion tracking to see which paths students take and identify areas where they struggle.

Perusall

Perusall is a collaborative annotation platform that allows students to highlight, comment, and discuss readings directly within the text. It transforms reading into a social experience, encouraging students to engage with materials actively rather than passively skimming.

Other ways to use Perusall for Reading:

• Instructor-guided annotations to highlight key concepts or clarify difficult sections.
• Student-led discussions where learners pose and answer each other’s questions within the text.
• Group reading assignments where teams collaboratively analyze and summarize complex texts.

Using Perusall for Reading promotes deep engagement, peer interaction, and better retention of course materials.

Featured Strategy – Reverse Annotation

The Reverse Annotation strategy flips the usual annotation process, requiring students to predict and analyze before fully engaging with a reading. This encourages metacognition, deeper comprehension, and critical thinking, as students actively track how their initial assumptions evolve throughout the text.

BRIGHT IDEA: PRE-READING PREDICTION ANNOTATIONS

Overview: Students predict key arguments before reading, then annotate areas where their assumptions were correct or challenged.

Steps for Setting It Up:

1. Students are given only the title, introduction, and key terms from a reading.
2. Before reading the full text, they post a prediction of what they expect the article to argue or explain.
3. Students then read the full text, annotating areas where:
   • Their assumptions were correct.
   • Their expectations were challenged.
   • They found connections to other course concepts.
4. After annotating, students engage in peer discussions about how their perspectives changed.

Variations for Different Course Formats:

• Asynchronous: Students complete the prediction, annotation, and discussion over a multi-day period.
• Hybrid: The pre-reading prediction happens in a live session, while annotation and discussion occur asynchronously.
• In-Person: Students discuss their predictions in small groups before annotating and reflecting in Perusall.

Best Practices for Setting Up:

• Use instructor-placed prompts → Add targeted questions in the text to guide student annotations.
• Encourage disagreement and discussion → Ask students to challenge each other’s annotations rather than just agreeing.
• Monitor and highlight insightful comments → Feature strong student insights in follow-up discussions.

Writing

Why It Matters

Writing is a powerful tool for learning. It helps students organize their thoughts, process complex ideas, and articulate their understanding. However, writing doesn’t have to be limited to traditional essays and research papers. When incorporated into active learning, writing can be a low-stakes, iterative, and collaborative process that deepens engagement and critical thinking.

One challenge in digital learning environments is that students often view writing as a solo activity, rather than an opportunity for dialogue and reflection. By integrating structured collaborative and reflective writing strategies with digital tools, instructors can make writing more interactive, engaging, and meaningful.

This section introduces digital tools that encourage active writing and peer collaboration.

Featured Tools for Writing

Moodle Wiki

Moodle Wiki is a collaborative writing tool that allows students to co-create documents, share knowledge, and refine ideas collectively. Wikis are useful for group projects, research summaries, and crowd-sourced class resources, helping students develop writing, teamwork, and revision skills.

Other ways to use Moodle Wiki for Writing:

• Group research projects where students collaboratively build a topic overview.
• Course glossaries where students define key terms and provide examples.
• Peer-edited study guides that evolve throughout the semester.

Using Moodle Wiki for Writing helps students engage in iterative writing, refine their ideas, and work collaboratively.

Featured Strategy – Layered Cake Writing

The Layered Cake Writing strategy helps students build knowledge step by step, allowing each participant to refine and expand on previous contributions. This method encourages collaborative critical thinking, revision skills, and iterative writing.

BRIGHT IDEA: TEAM-WRITTEN EXPERT GUIDE

Overview: Instead of each student submitting an individual assignment, they collectively write and refine sections of a class-wide knowledge resource.

Steps for Setting It Up:

1. Instructor creates a wiki template with section headings (e.g., Introduction, Background, Key Theories, Case Studies, Applications).
2. Each student or group is assigned a section to draft with supporting research.
3. After initial drafting, students rotate to a new section and:
   • Expand or refine the existing content.
   • Add examples, citations, or visual elements.
   • Ensure clarity and logical flow between sections.
4. The final wiki serves as a class-created expert guide on the topic.

Variations for Different Course Formats:

• Asynchronous: Students collaborate over a multi-week period, contributing at set checkpoints.
• Hybrid: The initial writing phase happens asynchronously, with final in-person peer editing.
• In-Person: Groups work together in class to draft and revise sections before finalizing the wiki.

Best Practice For Setting Up:

• Define clear writing roles → Assign students to draft, expand, or edit sections.
• Encourage citations and evidence → Require sources to support key arguments.
• Use wiki history tracking → Monitor contributions to ensure equitable participation.

Zoom Whiteboard

Zoom Whiteboard is an interactive visual collaboration tool that allows students to sketch, brainstorm, and organize ideas in real time. It works well for pre-writing activities, group mind maps, and visual representations of arguments.

Other ways to use Zoom Whiteboard for Writing:

• Brainstorming essay topics with mind maps.
• Creating visual outlines to organize research and key arguments.
• Collaborative storytelling where students develop a narrative live.

Using Zoom Whiteboard for Writing supports idea generation, structured planning, and real-time collaboration.

Featured Strategy – Build the Story

The Build the Story strategy transforms writing into a collaborative, interactive process, helping students visualize connections between ideas.

BRIGHT IDEA: LIVE STORY CONSTRUCTION

Overview: Instead of writing individually, students contribute to a shared, evolving narrative or argument map using a live whiteboard.

Steps for Setting It Up:

1. Instructor creates a Zoom Whiteboard with four blank sections:
   • Introduction
   • Conflict or Main Argument
   • Resolution or Counterpoint
   • Reflection or Conclusion
2. Students take turns adding sentences, key points, or visual elements to the developing text.
3. As they contribute, they must integrate prior responses while ensuring logical flow and coherence.
4. The final product can be exported and used as an outline or draft for further writing assignments.

Variations for Different Course Formats:

• Asynchronous: Students contribute to a saved Zoom Whiteboard over multiple days.
• Hybrid: Live whiteboard activity occurs in class, but students refine drafts asynchronously.
• In-Person: Students work in small groups at physical or digital whiteboards before sharing.

Best Practice For Setting Up:

• Use color-coded contributions → Assign different colors to different student groups.
• Encourage multimedia integration → Allow students to add images, diagrams, or citations.
• Save and share whiteboards → Export final versions for reference in later writing assignments.

Google Docs

Google Docs is a real-time collaborative writing platform that allows multiple users to edit, comment, and provide feedback simultaneously. It’s ideal for drafting essays, conducting peer reviews, and brainstorming ideas in a shared space.

Other ways to use Google Docs for Writing:

• Collaborative note-taking where students co-develop key takeaways from lectures.
• Peer review workshops where students give structured feedback on each other’s drafts.
• Creative writing exercises with live collaborative storytelling.

Using Google Docs for Writing fosters real-time collaboration, revision skills, and shared knowledge-building.

Featured Strategy – Peer Review Speed Dating

The Peer Review Speed Dating strategy turns peer feedback into a fast-paced, structured activity, helping students refine their writing through multiple perspectives.

BRIGHT IDEA: TIMED FEEDBACK ROUNDS

Overview: Instead of reviewing just one peer’s work, students give and receive quick, structured feedback on multiple drafts in a short period.

Steps for Setting It Up:

1. Students submit an initial draft in a shared Google Docs folder.
2. Each student is assigned two drafts to review, but they only have five minutes per review to focus on a single aspect:
   • Round 1: Review for argument clarity.
   • Round 2: Review for supporting evidence.
   • Round 3: Review for grammar and readability.
3. Students rotate through multiple drafts, providing focused, actionable feedback on each one.
4. After rounds are complete, students return to their own drafts and revise based on peer input.

Variations for Different Course Formats:

• Asynchronous: Students complete feedback rounds over multiple days using Google Docs comments.
• Hybrid: Initial feedback rounds happen asynchronously, with live follow-up discussions.
• In-Person: Students rotate between physical or digital stations to provide live feedback.

Best Practice For Setting Up:

• Use commenting tools → Students should use Google Docs comments rather than editing directly.
• Set review focus areas → Assign specific aspects (e.g., thesis clarity, structure, grammar) per round.
• Provide feedback templates → Give students structured prompts to guide their critiques.

Reflecting

Why It Matters

Reflection is an essential part of the learning process. It allows students to pause, process information, connect ideas, and critically evaluate their own learning progress. Without structured opportunities for reflection, students may move through material without fully internalizing concepts or understanding how they relate to their broader academic and personal experiences.

However, many students struggle with deep reflection because they are not always sure what to focus on. Instructors can support meaningful reflection by using guiding prompts, structured activities, and digital tools that provide space for personal expression and dialogue.

Featured Tools for Reflecting

Moodle Database

Moodle Database allows instructors and students to create, organize, and share structured collections of entries, such as journals, reflections, or case studies. This tool is ideal for ongoing reflective writing, knowledge documentation, and collaborative data collection.

Other ways to use Moodle Database for Reflecting:

• Personal learning journals where students track their growth over time.
• Class-wide reflection banks where students contribute insights on key topics.
• Peer feedback collections where students share constructive critiques on projects.

Using Moodle Database for Reflecting helps students engage in self-assessment, monitor their progress, and document their learning journey.

Featured Strategy – Then and Now Learning Progress Journals

The Then and Now strategy encourages students to document their evolving understanding by comparing their initial thoughts on a topic with their new insights at the end of a unit or course.

BRIGHT IDEA: LEARNING PROGRESS JOURNALS

Overview: Instead of writing a one-time reflection, students track their learning over time, allowing them to see their intellectual growth.

Steps for Setting It Up:

1. Instructor sets up a Moodle Database with predefined fields (e.g., Initial Reflection, Midpoint Check-in, Final Reflection).
2. Students submit an initial reflection at the beginning of a unit, capturing their prior knowledge and assumptions.
3. Midway through the unit, students revisit their entries and add new insights, questions, or changes in perspective.
4. At the end of the unit, students complete a final reflection, identifying key takeaways and how their understanding has evolved.
5. Instructor facilitates a discussion where students compare their early and final reflections to highlight growth.

Variations for Different Course Formats:

• Asynchronous: Students submit reflections on a rolling basis, with periodic instructor feedback.
• Hybrid: The initial and final reflections are done asynchronously, with a live discussion on growth areas.
• In-Person: Students journal privately, then share insights in class discussions.

Best Practice For Setting Up:

• Use structured prompts → Guide reflections with questions like “What has changed about your understanding?”.
• Encourage honesty → Emphasize that self-reflection is about progress, not perfection.
• Allow multimedia responses → Enable audio or video reflections for deeper engagement.

Padlet

Padlet is a visual collaboration board that allows students to post reflections, images, videos, and links in a shared space. It’s highly versatile for brainstorming, sharing insights, and curating class-wide discussions.

Other ways to use Padlet for Reflecting:

• Exit tickets where students summarize their key takeaways from a lesson.
• Interactive mind maps for connecting concepts across a course.
• Shared gratitude walls where students reflect on personal growth and learning experiences.

Using Padlet for Reflecting encourages visual engagement, collaborative thought-sharing, and interactive documentation.

Featured Strategy – Chain Reaction Reflection

The Chain Reaction strategy turns reflections into an interactive, evolving conversation, where each student builds upon previous posts to create a collective understanding.

BRIGHT IDEA: INTERACTIVE REFLECTION CHAINS

Overview: Instead of individual reflections, students respond to and expand upon each other’s insights, creating a dynamic, interconnected discussion.

Steps for Setting It Up:

1. Instructor creates a Padlet board with three reflection categories:
   • A new insight they gained.
   • A remaining question they have.
   • A real-world connection they noticed.
2. Students post in one category, reflecting on the lesson or course material.
3. Before adding a second post, students must reply to someone else’s reflection, either:
   • Expanding on their insight.
   • Answering their question.
   • Adding another real-world example.
4. Over time, this builds a threaded, evolving discussion rather than isolated reflections.

Variations for Different Course Formats:

• Asynchronous: Students contribute to the Padlet board over several days, engaging in peer discussions.
• Hybrid: The initial reflection is done asynchronously, followed by a live debrief session.
• In-Person: Students post ideas on a physical board or large screen, discussing patterns as a class.

Best Practice For Setting Up:

• Require responses to others → Encourage students to interact, not just post.
• Use color-coded categories → Differentiate posts visually for easy navigation.
• Incorporate multimedia → Allow students to record audio/video reflections.

VoiceThread

VoiceThread is a multimedia discussion tool that allows students to record audio or video comments on slides, images, or documents. It’s great for reflective storytelling, visual discussions, and asynchronous voice-based conversations.

Other ways to use VoiceThread for Reflecting:

• Audio diaries where students document personal learning journeys.
• Image-based reflections where students analyze visuals and share insights.
• Peer-to-peer video feedback for self-assessment and constructive critique.

Using VoiceThread for Reflecting supports verbal expression, deep thinking, and meaningful dialogue.

Featured Strategy – Multimedia Reflection Logs

The Multimedia Reflection strategy encourages students to articulate their thoughts verbally or visually, allowing for deeper engagement beyond written reflections.

BRIGHT IDEA: AUDIO & VIDEO JOURNALS

Overview: Instead of written reflections, students record spoken responses, using visuals or slides to enhance their insights.

Steps for Setting It Up:

1. Instructor creates a VoiceThread template with a series of reflection prompts on different slides.
2. Students respond to prompts by recording audio or video reflections.
3. Peers engage by commenting on each other’s reflections, either with text, voice, or video.
4. Instructor provides feedback, highlighting key themes or insights.

Variations for Different Course Formats:

• Asynchronous: Students complete voice reflections over time, responding to classmates.
• Hybrid: Initial reflections happen asynchronously, followed by a live discussion on insights.
• In-Person: Students record reflections in class, then review and discuss them together.

Best Practice For Setting Up:

• Encourage unscripted responses → Promote authentic, natural reflection.
• Use visuals effectively → Ask students to annotate or highlight key points.
• Facilitate peer-to-peer comments → Create a structured feedback cycle.

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Bringing It All Together

Active learning is most effective when intentionally designed and thoughtfully implemented. By aligning strategies with course objectives, structuring activities for engagement, and preparing students for interactive learning, instructors can create a more dynamic and student-centered classroom experience. Whether incorporating small interactive elements or fully redesigning a course, the key is to start with clear goals, provide structured opportunities for participation, and remain flexible in adapting strategies to student needs. With the right preparation, technology integration, and student support, active learning can lead to deeper understanding, improved collaboration, and more meaningful educational experiences for everyone involved.

Resources

• 100 Ideas for Active Learning – University of Sussex
  • Nerantzi, C. (Ed.). (2021). Ideas for active learning. Sussex Open Press. https://openpress.sussex.ac.uk/ideasforactivelearning/
• Active Learning Strategies in Higher Education (Available in NCSU Libraries Catalog)
  • Misseyanni, A., Marouli, C., Lytras, M. D., & Papadopoulou, P. (Eds.). (2018). Active learning strategies in higher education: Teaching for leadership, innovation, and creativity. Emerald Publishing Limited.
• The New College Classroom
  • Davidson, C. N., & Katopodis, C. (2022). The new college classroom. Harvard University Press.

References

• Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York, NY: Longmans, Green.
• Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: ASHE-ERIC Higher Education Reports.
• Davidson, C. N., & Katopodis, C. (2022). The new college classroom. Harvard University Press.
• Nist-Olejnik, S., & Holschuh, J. (2000). Active learning: strategies for college success (Issue 9780205288564, pp. xx, 394 pages : illustrations, maps; 28 cm). Allyn and Bacon.