Blackboard

Online learning can sometimes end up looking like a sequence of readings and recorded lectures – especially when time is tight. While these resources are important, learning happens when students do something with the content – even in small, low-pressure ways.

This post shares a few simple approaches to designing online learning activities that move beyond ‘read and watch’, without adding significant workload for staff or students.

1. Designing discussion boards with purpose

Discussion boards can get a bad reputation, often because students are asked to ‘post something’ without a clear reason.

What works better:

• giving students a specific task (e.g. apply, compare, critique)
• making expectations clear (length, tone, whether replies are required)
• framing the discussion as part of the learning process, not an add-on

Example ideas:

• ‘Post one example from your own experience that links to this week’s concept.’
• ‘Respond to one peer and explain how their example differs from yours.’
• ‘Summarise the key takeaway from the discussion at the end of the week.’

Small changes like this can turn a discussion board into a genuine learning activity rather than a compliance exercise.

2. Using quizzes for learning, not just assessment

Used formatively, quizzes can help students:

• check their understanding
• identify gaps early
• build confidence before assessments

Low-stakes quizzes work particularly well when they:

• allow multiple attempts
• include feedback on why an answer is correct or incorrect
• are clearly positioned as practice, not judgement

Even a short quiz with 5–10 questions can make learning more active and support retrieval and reflection.

3. Using low-stakes activities to encourage engagement

Not every activity needs to be assessed to be valuable. Low-stakes activities can help students engage with ideas without the pressure of marks.

These might include:

• short polls or surveys
• brief scenario-based questions
• asking students to upload a single slide, paragraph, or example
• self-checks or “pause and think” prompts embedded in content

These activities are often quick to set up but can significantly increase student interaction with course materials.

4. Supporting reflection and practice

Reflection helps students make sense of what they’re learning and connect it to prior knowledge or future practice.

Simple reflection activities might ask students to:

• identify one thing they found challenging
• explain how a concept applies to their discipline or professional context
• note one question they still have

These can be:

• private (e.g. learning journals)
• shared in small groups
• used to inform teaching or follow-up activities

Reflection doesn’t need to be long or formal – short, focused prompts are often more effective.

Bringing it together

Designing online learning activities doesn’t have to mean adding lots of extra content or complex tools. Often, it’s about:

• being clear about what students should do
• giving them opportunities to practise and reflect
• using simple tools with intentional design

If you’re reviewing an online module, it can be helpful to ask:

Where are students actively engaging with ideas, not just consuming information?