{"id":1460,"date":"2022-10-25T08:53:35","date_gmt":"2022-10-25T12:53:35","guid":{"rendered":"http:\/\/blogs.messiah.edu\/IDblog\/?page_id=1460"},"modified":"2026-02-25T14:44:31","modified_gmt":"2026-02-25T19:44:31","slug":"active-learning","status":"publish","type":"page","link":"https:\/\/blogs.messiah.edu\/IDblog\/foundations\/student-engagement\/active-learning\/","title":{"rendered":"Active Learning"},"content":{"rendered":"<p>by MU Instructional Designers<br \/>\nReviewed February 25, 2026<br \/>\n10-15 min read<\/p>\n<p><iframe loading=\"lazy\" title=\"What is Active Learning?\" width=\"530\" height=\"298\" src=\"https:\/\/www.youtube.com\/embed\/-GydYPMc74g?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<hr \/>\n<h1><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1470 size-thumbnail\" src=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/puzzle-150x150.png\" alt=\"puzzle pieces with one moving into place\" width=\"150\" height=\"150\" srcset=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/puzzle-150x150.png 150w, https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/puzzle-300x300.png 300w, https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/puzzle.png 512w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/>Building Associations<\/h1>\n<p>When students can connect course ideas, theories and concepts to what they already know, they are more likely to remember the information and apply it in new contexts.<sup><a href=\"https:\/\/messiah.primo.exlibrisgroup.com\/permalink\/01MESSIAH_INST\/1hchmak\/cdi_proquest_journals_1297345254\" target=\"_blank\" rel=\"noopener\"><strong>1<\/strong><\/a><\/sup> Providing options for students to discover those associations will help them engage with the material you want to share. Encouraging students to build associations also validates the unique and varied experiences they bring to the classroom, a <a href=\"https:\/\/blogs.messiah.edu\/IDblog\/foundations\/inclusion\/culturally-responsive-teaching-crt\/\" target=\"_blank\" rel=\"noopener\"><strong>Culturally Sustaining Pedagogy (CSP)<\/strong><\/a> strategy.<\/p>\n<p>Examples:<\/p>\n<ul>\n<li><strong>Spaced Practice<\/strong> &#8211; revisit information throughout the semester, including questions from previous units on tests and quizzes and connecting previously learned content to current information.<\/li>\n<li><strong>Varied Content<\/strong> &#8211; provide content in different ways to support students in forming connections between what they see, what they hear, and what they read (<strong><a href=\"https:\/\/blogs.messiah.edu\/IDblog\/foundations\/inclusion\/universal-design-for-learning-udl\/\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning [UDL]<\/a><\/strong> Consideration <strong><a href=\"https:\/\/udlguidelines.cast.org\/representation\/perception\/alternatives-auditory\" target=\"_blank\" rel=\"noopener\">1.2<\/a><\/strong>).<\/li>\n<li><strong>Engaging Emotion<\/strong> &#8211; help students form an emotional connection to the content in your course by using stories, evocative images, and\/or personal examples.<\/li>\n<li><strong>Background Knowledge<\/strong> &#8211; activate students&#8217; background knowledge by helping them discover the value of what they already know and how it contributes to a foundation for new learning (another <a href=\"https:\/\/blogs.messiah.edu\/IDblog\/foundations\/inclusion\/culturally-responsive-teaching-crt\/\" target=\"_blank\" rel=\"noopener\"><strong>CSP<\/strong><\/a> strategy).<\/li>\n<li><strong>Skeleton Handout (or guiding questions)<\/strong> &#8211; help students focus on the key points of readings, lectures, etc. (UDL Consideration <a href=\"https:\/\/udlguidelines.cast.org\/engagement\/effort-persistence\/demands-resources-challenge\" target=\"_blank\" rel=\"noopener\"><strong>8.2<\/strong><\/a>).<\/li>\n<\/ul>\n<hr \/>\n<h1><a href=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/PhotoVideoCombo.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1483 size-thumbnail\" src=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/PhotoVideoCombo-150x150.png\" alt=\"photo and video icon\" width=\"150\" height=\"150\" \/><\/a>Dual Coding<\/h1>\n<p>Dual coding involves processing information both verbally and visually, and it is highly effective for long-term memory.<sup><a href=\"https:\/\/doi.org\/10.1093\/acprof:oso\/9780195066661.003.0004\" target=\"_blank\" rel=\"noopener\"><strong>2<\/strong><\/a>,<a href=\"https:\/\/www.structural-learning.com\/post\/dual-coding-a-teachers-guide\" target=\"_blank\" rel=\"noopener\"><strong>3<\/strong><\/a><\/sup> For example, we often form mental pictures in our mind as we read or listen to a story. As educators we can emphasize that method to help students learn new content (<a href=\"https:\/\/youtu.be\/6xCZ4XnkpCc?si=T2n-lreDR40HRfbc\" target=\"_blank\" rel=\"noopener\"><strong>this video<\/strong><\/a> from &#8220;The Learning Scientists&#8221; can be a great resource).<\/p>\n<p>Examples:<\/p>\n<ul>\n<li><strong>Words\/Images<\/strong> &#8211; encourage students to use images to define concepts or ideas. Use icons as a visual marker for what part of the course material you are covering. Encourage students to create mental pictures while you are talking about a topic.<\/li>\n<li><strong>Visual\/Auditory<\/strong> &#8211; provide options for students to receive information both visually (text, image, or video) and aurally (podcast or lecture).<\/li>\n<li><strong>Mind Mapping<\/strong> &#8211; have students create and share mind maps visually demonstrating the connections between course topics.<\/li>\n<li><strong>Charts\/Graphs\/Diagrams<\/strong> &#8211; use these data visualization tools to present numeric data effectively.<\/li>\n<\/ul>\n<hr \/>\n<h1><a href=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/pie-graph-with-pie-slice.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-1469 size-thumbnail\" src=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/pie-graph-with-pie-slice-150x150.png\" alt=\"pie with one slice highlighted\" width=\"150\" height=\"150\" srcset=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/pie-graph-with-pie-slice-150x150.png 150w, https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/pie-graph-with-pie-slice-300x300.png 300w, https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/pie-graph-with-pie-slice.png 512w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a>Chunking<\/h1>\n<p>Breaking content into manageable chunks provides students with an opportunity to process what they are learning as they progress through the material.<sup><a href=\"https:\/\/www.alinealearning.com\/active-learning-online\" target=\"_blank\" rel=\"noopener\"><strong>4<\/strong><\/a><\/sup><\/p>\n<p>Examples:<\/p>\n<ul>\n<li><strong>&#8220;10-2 Chunk and Chew&#8221;<\/strong> &#8211; for every 10 minutes of content, students should have at least 2 minutes of processing time.<strong><sup><a href=\"https:\/\/publishing.cast.org\/catalog\/books-products\/supercharge-your-professional-learning-derbiszewska-tucker-smith\" target=\"_blank\" rel=\"noopener\">5<\/a><\/sup><\/strong><\/li>\n<li><strong>3-4 Main Concepts<\/strong> &#8211; limit each learning session to 3-4 main concepts to help reduce cognitive load.<\/li>\n<li><strong>Pauses<\/strong> &#8211; leverage strategic pauses in video lectures to help students process that chunk of instruction.<\/li>\n<\/ul>\n<p>Check out this video for more ideas on how to break up lectures and keep student&#8217;s attention.<\/p>\n<p><iframe loading=\"lazy\" title=\"How Breaking Up Lectures Can Improve Student Learning\" width=\"530\" height=\"398\" src=\"https:\/\/www.youtube.com\/embed\/P5w7AnCHhjU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<hr \/>\n<h1><a href=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/speech-bubble.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-thumbnail wp-image-1468\" src=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/speech-bubble-150x150.png\" alt=\"conversation bubbles\" width=\"150\" height=\"150\" srcset=\"https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/speech-bubble-150x150.png 150w, https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/speech-bubble-300x300.png 300w, https:\/\/blogs.messiah.edu\/IDblog\/wp-content\/uploads\/sites\/16\/2022\/10\/speech-bubble.png 512w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a>Practicing with Feedback<\/h1>\n<p>In the context of active learning, &#8220;practicing with feedback&#8221; refers to activities where students are able to engage with feedback <em>while<\/em> practicing (as opposed to homework questions done in isolation). This is an effective strategy for increasing retention\/recall of information as well as metacognitive skills.<sup><a href=\"https:\/\/research.ebsco.com\/linkprocessor\/plink?id=8cc5c02d-3975-3411-923a-0916ef7832c4\" target=\"_blank\" rel=\"noopener\"><strong>6<\/strong><\/a><\/sup> It also helps students stay\u00a0<span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;font-size: 15px;font-style: normal;font-weight: 300\">motivated<\/span> <span style=\"font-size: 15px;font-weight: 300\">and\u00a0<\/span><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;font-size: 15px;font-style: normal;font-weight: 300\">focused<\/span><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;font-size: 15px;font-style: normal;font-weight: 300\">\u00a0<\/span><span style=\"font-size: 15px;font-weight: 300\">on the learning task.<\/span><sup style=\"font-weight: 300\"><strong><a href=\"https:\/\/ebookcentral.proquest.com\/lib\/messiah-ebooks\/reader.action?docID=3301452&amp;ppg=252&amp;c=UERG\" target=\"_blank\" rel=\"noopener\">7<\/a><\/strong><\/sup><\/p>\n<p>Examples:<\/p>\n<ul>\n<li><strong>Drafts\/Checkpoints<\/strong> &#8211; create opportunities for formative feedback from both you and student peers in early stages of an assignment.<\/li>\n<li><strong>Peer-Feedback and Self-Assessment Scaffolds<\/strong> &#8211; guide students toward giving helpful feedback, such as with rubrics and models\/samples. (See Student-to-Student section of <strong><a href=\"https:\/\/blogs.messiah.edu\/IDblog\/foundations\/student-engagement\/student-engagement-principles\/\" target=\"_blank\" rel=\"noopener\">Principles of Student Engagement<\/a><\/strong> for more tips)<\/li>\n<li><b>Automated Feedback in Practice Quizzes<\/b> &#8211; In Canvas, you can set up feedback that will be shown to students immediately upon completing a practice quiz. This would allow them to consider the feedback and retake the practice quiz to engage in active learning.<\/li>\n<\/ul>\n<hr \/>\n<p><a href=\"https:\/\/livemessiah.sharepoint.com\/:b:\/s\/IDCorner\/EXRyoxdkPVJIhG2YkrH75UQBDJK1y7a4olF7IPi9ad44ig?e=RDFxGE\" target=\"_blank\" rel=\"noopener noreferrer\"><div class=\"su-service\"><div class=\"su-service-title\" style=\"padding-left:46px;min-height:32px;line-height:32px\"><i class=\"sui sui-file-o\" style=\"font-size:32px;color:#333333\"><\/i> Printer-Friendly Handout<\/div><div class=\"su-service-content su-u-clearfix su-u-trim\" style=\"padding-left:46px\"><\/div><\/div><\/a><\/p>\n<hr \/>\n<h1>Learn More!<\/h1>\n<p><strong><a href=\"https:\/\/livemessiah-my.sharepoint.com\/:w:\/g\/personal\/educationaltechservices_messiah_edu\/EWmhmoNjFyNMrn3TqxBbEawBvZOoB_9e7gmbpO3b4DjFqQ?e=SqfBeZ\" target=\"_blank\" rel=\"noopener noreferrer\">Annotated Bibliography<\/a> <\/strong>\u2013 A collection of research on the topic of active learning.<\/p>\n<p><strong><a href=\"https:\/\/ablconnect.harvard.edu\/\" target=\"_blank\" rel=\"noopener\">ABLConnect: Find Your Next Activity-Based Learning Exercise<\/a><\/strong> \u2013 From Harvard University and highlighted by James Lang in\u00a0<em>Small Teaching<\/em>.<\/p>\n<p><a href=\"https:\/\/www.alinealearning.com\/product-page\/active-learning-online-by-stephen-m-kosslyn\" target=\"_blank\" rel=\"noopener\"><strong>Active Learning Online: Five Principles that Make Online Courses Come Alive<\/strong><\/a> \u2013 Book by Stephen M. Kosslyn that discusses intersection of active learning and online learning<\/p>\n<hr \/>\n<p><em>Icons created by Freepik &#8211; <\/em><a href=\"https:\/\/www.flaticon.com\/\" target=\"_blank\" rel=\"noopener noreferrer\"><em>flaticon.com<\/em><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>by MU Instructional Designers Reviewed February 25, 2026 10-15 min read Building Associations When students can connect course ideas, theories and concepts to what they already know, they are more <a class=\"more-link\" href=\"https:\/\/blogs.messiah.edu\/IDblog\/foundations\/student-engagement\/active-learning\/\">Continue reading <span class=\"screen-reader-text\">  Active Learning<\/span><span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":84,"featured_media":0,"parent":1569,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"class_list":["post-1460","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/pages\/1460","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/users\/84"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/comments?post=1460"}],"version-history":[{"count":37,"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/pages\/1460\/revisions"}],"predecessor-version":[{"id":2272,"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/pages\/1460\/revisions\/2272"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/pages\/1569"}],"wp:attachment":[{"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/media?parent=1460"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/categories?post=1460"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.messiah.edu\/IDblog\/wp-json\/wp\/v2\/tags?post=1460"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}