Asee peer logo

Creating ACTIVE Learning in an Online Environment

Download Paper |


2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Tagged Division

Faculty Development Division

Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


Katie LeAnne Basinger University of Florida

visit author page

Lecturer and Undergraduate Program Coordinator at The University of Florida, in Industrial and Systems Engineering. I currently teach a large service course (Engineering Economy) as well as the capstone course for the Industrial and Systems Engineering Department. My research is focused on practical applications of active and supplemental learning techniques for Generation Z students. I am highly involved with the development and modernization of the industrial engineering curriculum and coursework.

visit author page

author page

Diego Alvarado University of Florida

author page

Ariana Virginia Ortega

author page

Daniel G Hartless University of Florida


Behshad Lahijanian University of Florida

visit author page

Behshad Lahijanian is a Ph.D. candidate in the Department of Industrial and Systems Engineering at the University of Florida. She earned her B.S and M.E. in Industrial and Systems Engineering from Amirkabir University of Technology. Her research interests are in the simulation, stochastic optimization, and machine learning applied to healthcare systems engineering. Her engineering education research goal is to develop new techniques of active learning into engineering courses to better fit the needs of Generation Z engineering students.

visit author page

author page

Michelle M. Alvarado University of Florida Orcid 16x16

Download Paper |


Generation-Z (Gen-Z) students represent the majority of students in higher education courses today. They are digital natives who are efficient multi-taskers across multiple devices. Gen-Z’s consistent exposure to multiple incoming channels presents new challenges and opportunities for course delivery. Gen-Z students crave multiple learning opportunities and often turn to outside video resources for education and entertainment. Flipped classrooms and asynchronous learning utilize recorded videos, which are often well-received by Gen-Z. However, previous studies have shown that passive learning videos with stagnant quizzes do not affect learning outcomes or change students’ perception of learning. Consequently, we conduct a systematic investigation of video platforms that enable active learning interventions with clickable content and exercises to provide real-time feedback to students during virtual video lectures. We investigated several platforms to measure their aptitude for offering active learning opportunities. We developed a comparison using a preference matrix with four main criteria: cost, interactivity, learning management system (LMS) integration, and data analytics. Additionally, we awarded bonus points to platforms that offered extra features outside of the main requirements (e.g., discussion threads within the video). We explored 53 highly-ranked and popular video platforms websites and participated in interactive demos for the top 11 contenders. This paper highlights the pros/cons and capabilities of the platforms for providing active learning opportunities. Online material development is more critical than ever as instructors at all levels of education are now creating online material due to the COVID-19 global pandemic. We anticipate that many instructors will continue to use variations of the online delivery methods after the pandemic.

Basinger, K. L., & Alvarado, D., & Ortega, A. V., & Hartless, D. G., & Lahijanian, B., & Alvarado, M. M. (2021, July), Creating ACTIVE Learning in an Online Environment Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36870

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015