Abstract

This research aims to develop active learning in online teaching platforms for higher education by collecting data on the problems of online learning from learners and instructors, as well as effective online teaching approaches from instructors who have been successful in online teaching. Mixed-methods research was used in this study, where data on the problems of online learning at the higher education level were collected from 1,409 instructors and 274 students through quantitative research, and qualitative data to study effective online teaching practices were collected from forty instructors. Subsequently, the data were used to design active learning in online teaching platforms for higher education, and it was tested with a sample group of eight instructors and 422 students to evaluate the platform’s effectiveness and efficiency. The research findings included: (1) Both instructors and students faced internet connection problems in online learning; (2) Students felt that online learning lacks effectiveness and requires more self-study; (3) Instructors noted the lack of interaction in online teaching; (4) Instructors must prepare self-study materials that students can learn from at their convenience. Regarding the development of active learning in online teaching platforms for higher education, the researcher presented a blended learning model, which includes active learning activities and self-learning opportunities for students. The trial results with the sample group indicated that both instructors and students found this online learning model more effective than other forms. This research can serve as a guideline for designing online teaching methods to maximize the effectiveness of online learning.