Develop ICAP-based activity prompts, revise templates, and provide professional development for online course designers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends a set of implementable steps for raising active learning in asynchronous online courses: develop prompts using the ICAP Framework, signal lower-level activities differently in templates, keep a record of every activity as part of the design process, and provide professional development for academic staff and learning designers. The authors state: "An improvement would be to develop prompts using the ICAP Framework," citing Hefter et al. on carefully constructed prompts increasing active learning such as self-explaining.

Design Implications¶

Context¶

Requirements¶

• Time and workload scheduling for professional development, which the authors note is a challenge for academic staff given time constraints

Constraints¶

• The authors note the template's shorthand icons may make it harder to develop active tasks outside the template, and lower-level activities are easier and quicker to design

Target Learners¶

• academic staff and learning designers of online courses

Target Learning Goals¶

• designing active learning activities
• course-level learning design

Affordances¶

• Revised Icap Feedback Asynchronous Online

Related Strategies¶

• Support e-teachers' transition with professional development focused on reflecting on online-versus-F2F differences and the potential of the tools

Examples¶

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Key Sources¶

• Pollard, V., Armatas, C., & Pepe, A. (2025). Feedback is integral: Using a revised ICAP Framework to achieve active learning in an asynchronous online course. Online Learning, 29(3), 236-253. https://doi.org/10.24059/olj.v29i3.4555