2026 ASEE Annual Conference & Exposition

Experiences Using Active Learning in Online Synchronous Learning Environments: A Multi-Institution Approach

Presented at Computers in Education (CoED): AI in Education (5 of 9) -- T408C

During the COVID-19 pandemic, many institutions relied on online synchronous learning environments (OSLEs) using video conferencing software to conduct their classes. The feedback from students and instructors indicated that OSLEs did not produce learning and engagement outcomes like face-to-face (F2F) classes. More recent research literature highlights the positive outcomes when active learning is fully integrated with OSLE features available in video conferencing software, e.g., Zoom breakout rooms, polls, and shared annotation. Anecdotal evidence shows that OSLEs are a viable modality for students who cannot attend F2F classes and would still like to have a fixed schedule for their classes and connect with their peers in real-time.

In this paper, we report on our findings from a federally funded collaborative project that explores the impact of using combinations of active learning approaches in computing OSLEs and sharing resources across these institutions. This project involves six institutions with different profiles. The four objectives of the project are (1) provide professional development for faculty and learning assistants in inclusive and equitable active learning strategies (IE-ALSs), (2) transform currently used pedagogies and modalities for specified classes to embed IE-ALSs within OSLEs, (3) develop innovative computing OSLE courses to be shared across institutions, and (4) conduct research studies to evaluate the implementation of the three previous objectives.

We describe the underlying frameworks that the project builds on to drive the change in transforming undergraduate computing education. This transformation involves redesigning in-person, hybrid, and fully online classes to OSLE classes at various institutions with different student profiles. In addition, we present the project's initial data collected at the collaborating institutions and describe the lessons learned by the team. The initial data show that about 50% of the classes at the participating institutions are taught in OSLEs. Based on the data, many students have not been exposed to OSLEs as much as in-person classes. There is also room for improvement regarding students' perception of belongingness, engagement, and self-confidence by integrating IE-ALSs into the classroom.

Authors

Dr. Peter J Clarke http://orcid.org/0000-0003-0892-1907 Florida International University [biography]

Peter J. Clarke received his B.Sc. degree in Computer Science and Mathematics from the University of the West Indies (Cave Hill) in 1987, M.S. degree from SUNY Binghamton University in 1996 and Ph.D. in Computer Science from Clemson University in 2003. His research interests are in the areas of software engineering, software testing, model-driven software development, and computer science education. He is currently an associate professor in the Knight Foundation School of Computing and Information Sciences at Florida International University. He is a member of the ACM (SIGSOFT, SIGCSE, and SIGAPP); IEEE Computer Society; and a member of the Association for Software Testing (AST).
Maria L Reid http://orcid.org/0000-0002-8962-7322 Florida International University [biography]

Dr Maria Reid is a developmental Psychologist and LMHC. She is an associate teaching professor at Florida International University where she teaches research methods and conducts research on teaching and learning.
Prof. Sherrene Bogle Cal Poly Humboldt [biography]

Dr. Sherrene Bogle is Professor and Chair of the Department of Computer Science at Cal Poly Humboldt. Her research resides at the intersection of machine learning, predictive analytics, and educational technology, including integrating generative AI into STEM education and using topic modeling to analyze student experiences. Dr. Bogle focuses on improving student outcomes through technological intervention and expanding computing access for underrepresented groups. A Fulbright Scholar, she earned her Ph.D. in Computer Science from the University of Georgia, where she specialized in sentiment analysis and market prediction models. She has several peer reviewed publications in the areas of Machine Learning, Time Series Predictions, Predictive Analytics, Computer Science Education and E-Learning Technologies.
Dr. Mourya Reddy Narasareddy Gari Rider University [biography]

I am an Associate Professor at Rider University, and my research interests include Software Engineering and Human-Computer Interaction.
Dr. Vijayalakshmi Ramasamy http://orcid.org/0000-0001-7848-2247 Georgia Southern University [biography]

Vijayalakshmi (Viji) Ramasamy is an Assistant Professor of Computer Science at Georgia Southern University. Her research interests include AI in education, graph analytics, and computational approaches to broadening participation in computing. She is PI on an NSF CUE-T collaborative award ($2M) focused on active learning strategies in multi-institution online synchronous learning environments. She previously held tenured faculty positions at the University of Wisconsin-Parkside and visiting appointments at Miami University and the University of South Australia. She has more than 83 refereed publications, serves on NSF review panels, and is a faculty advisor for Girls Who Code.
Dr. Yujian Fu P.E. Alabama A&M University [biography]

Dr. Yujian Fu is an associate professor of computer science department at Alabama A&M University. Her research interests fall in formal verification of cyber physical systems, behavioral analysis of mobile security, software architecture and design analys
Prof. Edward L Jones http://orcid.org/0000-0002-6680-5878 Florida A&M University - Florida State University [biography]

Edward L. Jones is Professor and Interim Chairman of the CIS Department at Florida A&M University (FAMU) in Tallahassee, Florida. He joined the faculty after 13 years as a software engineer at Harris Corporation. His SIGCSE 2001 paper, "Integrating testing into the curriculum - arsenic in small doses," proposed a vision for incorporating testing into the CS curriculum. He founded the FAMU Software TestLab, funded by federal and corporate grants for training software testing practitioners and researchers. He has directed master's theses in software testing and test automation. Born in North Carolina, he completed the B.S., summa cum laude, in Math from Johnson C. Smith University, the M.S. in Computer Science from Cornell, and the Ph.D. in Computer Science from the University of North Carolina at Chapel Hill, in 1984. His research interests are software testing, technology transfer and CS education.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

« View session

For those interested in:

computer science
undergraduate