This module describes the advantages of Active Learning and shares various methods for achieving it in an online course. Most of these methods can easily be adapted to alternate communication methods, such as email and text.

Student-Generated Questions: If students using the LMS are being asked to submit questions about lectures, ask students who cannot access the LMS to submit their questions based on assigned readings that cover similar material.

Think-Pair-Share: Have students take notes as they read assigned chapters. Perhaps provide students with a series of reflection questions to be answered at specific points in the reading. Have students share these reflections with each other via group texting apps, such as GroupMe, and email for further conversation.

Buzz Groups: Provide groups of students with prepared questions and have the students work together to create a verbal or written presentation.

Reaction Sheets: When sharing information on controversial topics, ask your students to answer three key questions by replying directly to you: What concepts about the topic do you question?”, “What ideas were new to you?”, “What part of this lecture did you have a big reaction to?” If your students are willing, ask them if you can share their responses with others after removing their names.

Graphic Organizers/Mind Maps: There are many types of graphic organizers (also referred to as Mind Maps) and they help students organize their thoughts in preparation for writing, synthesize information that they’ve read, compare and contrast ideas, and so much more (19 Graphic Organizers). While there are many free tools and apps for creating graphic organizers, students can also create them using pen and paper. Images can then be sent via text or email.

SQ3R: This basic study tool - Survey, Question, Read, Recite, and Review - helps students to take a more active role in thinking critically about the material that they are reading. To support students’ use of this method, you can require students to turn in their questions at the beginning of the week and to follow-up with their answers at the end of the week.

Many of the active learning techniques discussed in this module are based on activities for students to do while observing recorded lectures. For students who have difficulty accessing these lectures, find reading materials that cover the same concepts. If you are creating short video lectures, consider creating a transcript that you email or text to students. Alternatively, podcasts usually have much smaller file sizes compared to videos. Consider recording a podcast using SoundCloud or other podcasting software.