Active Learning to Improve Student Learning Experiences in an Online Postgraduate Course

Abstract

Postgraduate programs attract older students, who often work part-time or full-time and have childcare responsibilities. In the Information Age, online learning environments can help these students to meet their learning objectives more efficiently and provide a unique opportunity to address individual learning preferences. The aim of this study was to assess the learning experiences of postgraduate students in an online learning environment delivering content in a guided, self-directed way focusing on active learning opportunities. Two-hundred and eighty-seven students participated in the study. A pragmatic descriptive design with purposive sampling was used to examine the impact of a newly developed active online learning environment on student commitment, performance and satisfaction when compared to a passive, pre-recorded lecture. In contrast to our hypothesis that all metrics would improve with subject redevelopment, student performance and commitment did not improve in the active online learning environment; however, student satisfaction increased significantly. These findings might be partly attributed to the increased cognitive load associated to online learning. This study demonstrates how, for postgraduate students choosing online learning, active learning experiences can be used to provide students with a greater sense of satisfaction while acknowledging for the heterogeneity of the cohort and its different learning preferences. However, in the worldwide context of remote learning rapidly and urgently expanding, it also outlines that online learning needs to be carefully scaffolded to ensure deep learning and that the impact of the transition to online learning on performance and commitment should be considered, especially when directed at non-experienced students.

Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education

“…Despite substantial research, and many institutions claiming their open online programs respond to student needs (Butcher & Rose‐Adams, 2015), the persistently high dropout rates suggest existing interventions are having little if any impact (eg, Xavier & Meneses, 2020). A lack of in‐depth understanding of open online student dropouts has been cited as the underlying problem, with more detailed investigation called for (eg, Lamon et al., 2020; Netanda et al., 2019; Xavier & Meneses, 2020). The COVID‐19 pandemic has furthered the demand for adequate online education delivery, meaning the need to understand and respond to students' life‐study challenges is more pertinent than ever (Greenland et al., 2021).…”

“…○ self-improvement of learning skills and time management to better balance study, work and life (eg, Kibelloh & Bao, 2014;Romero, 2011). Furthermore, despite the plethora of research, the high dropout rates of non-traditional online students remain an ongoing challenge, with continued calls for further detailed investigation (eg, French, 2019;Lamon et al, 2020;Netanda et al, 2019;Xavier & Meneses, 2020). This paper consequently expands on existing global knowledge via its in-depth investigation of online student dropout reasons, with OUA as the case study, including their personal opinions on how the education providers could have prevented their attrition.…”

“…High open online education dropout rates have persisted globally, despite extensive student attrition research (eg, Greene et al., 2015), elucidating the need for novel studies that attain a deeper understanding of the relevant drivers/reasons (Lamon et al., 2020). The persistent high dropout is commonly viewed as a pressing and complex problem, requiring further research to inform effective online retention strategy (Xavier & Meneses, 2020), including appropriate student‐informed support interventions (Netanda et al., 2019).…”

Active learning strategy: Computer aided numerical class project on pole-zero plot and transfer function of five low pass filter approximation functions

“…No dull moment in active learning classes. Active learning strategies are classroom-based activities designed to engage students in their learning through answering questions, solving problems, discussing content, or teaching others, individually or in groups [1,2,3].…”

A Comparison of the Effectiveness of Online Instructional Strategies Optimized With Smart Interactive Tools Versus Traditional Teaching for Postgraduate Students

“…Therefore, introducing smart interactive tools into the online teaching of postgraduate courses is worth exploring and practicing. Lamon et al (2020) proposed that a more active and interactive mode of online teaching provides postgraduate students with a greater sense of inclusion and satisfaction.…”