Substantive Post #2: Models of Active Learning

This module helped me reflect not only on how learning experiences are designed, but also on how I learn most effectively as a student. Active learning stood out as especially relevant to my own learning habits because I notice that I understand and retain content better when I am required to do something with it rather than just consume information. Activities that involve discussion, reflection, or creation push me to think more deeply and make stronger connections to the material. 

I strongly related to the idea of the “illusion of learning”, particularly how smooth lectures can create a false sense of understanding (Reuell, 2019). In many of my past courses, I have left lectures feeling confident, only to realize later when applying the material for example in the biology lab, my understanding was surface level. While cognitive struggle can feel challenging, it ultimately allows for deeper understanding and better retention. I have noticed that instructors are increasingly incorporating active learning through multimedia tools such as Echo360, which helps interrupt passive learning and encourages engagement. The phrase “the more I learn, the less I know” resonates with me, as it reflects how truly engaging with a topic reveals its complexity and exposes gaps in understanding that are not apparent during passive learning. This explains why active learning can feel uncomfortable or frustrating, even though it produces stronger outcomes. Cognitive struggle does not mean failure, it signals deeper processing. This idea strongly connects to game based learning and the use of active learning strategies in Historia shown in the video “Game based learning brings the history of civilization to life”. By requiring learners to make decisions, test hypotheses, and experience the consequences of those choices, it encourages productive struggle. I think multimedia could further enhance game based learning in Historia such as incorporating storytelling, or virtual simulations/labs. This game type learning allows students to feel successful and engaged during the challenge of active learning. This relates to Merrill’s First Principles of Instruction, which emphasizes problem based learning, application, and integration. This active engagement helps transform historical content from “illusion” learning into knowledge they can construct and are more likely to remember. 

Looking at this course specifically, I think there is a strong balance between passive and active learning. While readings and videos provide foundational knowledge, the use of multimedia tools such as WordPress blogs and Mattermost discussions with reflections requires us to actively process, apply, and reflect on course concepts. Compared to other courses I have taken, this course places more responsibility on students to become “producers of knowledge rather than just consumers”, which aligns well with the ICAP framework by Chi and Willie (2024) categorizing engagement as Passive (receiving), Active (manipulating), Constructive (generating ideas), and Interactive (collaborating). By asking us to reflect, write substantive posts, and respond to peers, this course engages us well for an online class. Overall, this week reinforced that effective learning comes from engaging with material, embracing productive struggle, and forming meaningful connections that lead to deeper understanding. Multimedia tools can be used to support this type of engagement, and this is something I hope to carry forward into both my future coursework and teaching. 

References

Edutopia. (2014, February 11). Game-based learning brings the history of civilization to life [Video]. YouTube. https://www.youtube.com/watch?v=n2EV8nLeBK4

Reuell, P. (2019, September 4). Study shows that students learn more when taking part in classrooms that employ active‑learning strategies. Harvard Gazette. https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/

Greenwood, J. (n.d.). Merrill’s first principles of instruction. James‑Greenwood.com. https://james-greenwood.com/instructional-design/toolkit/merrill/