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Subject: Active Learning and Student Engagement

Scaffolding and Play Approaches to Digital Humanities Pedagogy: Assessment and Iteration in Topically-Driven Courses

Author(s):	Tracy, D.G. Massa Hoiem, E.
Date:	2017
Publication:	digital humanities quarterly
Citation:	Tracy, D.G.; Massa Hoiem, E. (2017). Scaffolding and Play Approaches to Digital Humanities Pedagogy: Assessment and Iteration in Topically-Driven Courses. digital humanities quarterly. https://dhq.digitalhumanities.org/vol/11/4/000358/000358.html

Section on webpage:	Active Learning and Student Engagement
Tenets:	Promoting reflexivity. Promoting cooperative learning. Considering alternative histories and narratives. Examining the “why” in addition to the “what”.
Annotation:	This article talks about appropiate ways to include “scaffolding” and “play” in assesing students’ work, and how assesments not only help evaluate but also reflect on the work that has been done.

February 11, 2026

8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course

Author(s):	Pappas, C.
Date:	2017
Publication:	eLearning Industry
Citation:	Pappas, C. (2017, March 12). 8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course. eLearning Industry. https://elearningindustry.com/creative-ideas-active-learning-activities-include-elearning-course.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation:	This article shares eight innovative, collaborative, and creative ideas that can be used to include active learning activities in an online course.

February 11, 2026

10 Ways to Engage Students Actively Online

Author(s):	Purdue College of Engineering
Date:	2020
Publication:	Medium
Citation:	Purdue College of Engineering. (2020, April 7). 10 Ways to Engage Students Actively Online. Medium. https://medium.com/purdue-engineering/10-ways-to-engage-students-actively-online-c1edc5e500ea.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning.
Annotation:	This article shares ten ways to increase engagement among students in an online format, which mostly includes broader ideas to incorporate into teaching style.

February 11, 2026

In Online Courses, Students Learn More by Doing Than by Watching

Author(s):	Wexler, E.
Date:	2015
Publication:	The Chronicle of Higher Education Blogs: Wired Campus
Citation:	Wexler, E. (2015, September 16). In Online Courses, Students Learn More by Doing Than by Watching. The Chronicle of Higher Education Blogs: Wired Campus. https://www.chronicle.com/blogs/wiredcampus/in-online-courses-students-learn-more-by-doing-than-by-watching.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning.
Annotation:	The author of this article discusses studies showing students perform much better in MOOCs when material includes and priorities interactive activities. She also discusses why exactly this is and that popular MOOC producers can and should be doing more to ensure ideas are actually sticking for students.

February 11, 2026

Teaching: How to Make Breakout Rooms Work Better

Author(s):	McMurtrie, B.
Date:	2020
Publication:	The Chronicle of Higher Education
Citation:	McMurtrie, B. (2020, December 10). Teaching: How to Make Breakout Rooms Work Better. The Chronicle of Higher Education. https://www.chronicle.com/newsletter/teaching/2020-12-10?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1801897_nl_Academe-Today_date_20201210&cid=at&source=ams&sourceId=5192809.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Using technology intentionally to build communities and enhance learning.
Annotation:	The author of this article discusses strategies to make online school group work, specifically zoom breakout rooms, more productive. She addresses the common challenges of breakout rooms: students feel awkward, groups are given too much time, and students often feel unsure of assignment directions. A variety of tangible suggestions and bigger ideas to incorporate are given to address all of the common challenges of online group work.

February 11, 2026

Using a Whiteboard. Teaching Online: Synchronous Classes

Author(s):	Anderson, K. & Anderson, C.
Date:
Publication:	LinkedIn Learning
Citation:	Anderson, K. & Anderson, C. Using a Whiteboard. Teaching Online: Synchronous Classes. LinkedIn Learning. https://www.linkedin.com/learning/teaching-online-synchronous-classes/using-a-whiteboard?u=26106002.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Building equity, trust, mutual respect, and support. Using technology intentionally to build communities and enhance learning.
Annotation:	Explore tools, tips, and techniques for leading real-time virtual training. No matter what teaching tool you use, from Adobe Connect to Blackboard to Google Hangouts, you can apply these lessons to your own digital classroom to increase collaboration and connection with students. Corbin and Kat Anderson cover the elements of creating virtual synchronous training, including selecting the right tools, implementing instructional strategies, and managing learner interactions and engagement. Find out how to apply the flipped classroom model to online teaching and get tips for engaging learners and assessing learning. These lessons are a great resource for anyone who conducts real-time training on the web, including instructional designers and presenters.

February 11, 2026

Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom

Author(s):	Baker, A. A. & Ryalls, E.
Date:	2014
Publication:	Feminist Teacher
Citation:	Baker, A. A., & Ryalls, E. (2014). Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom. Feminist Teacher, 25(1), 23–38. https://doi.org/10.5406/femteacher.25.1.0023

Section on webpage:	Active Learning and Student Engagement
Tenets:	Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation:	An expansion upon the idea of a “classroom space,” this work argues in favor of including both online learning platforms as well as social media blogs into a student’s learning experience. The effectiveness of this is credited to the power dynamic shifts that are seen between students and instructors as a result of its increasing popularity. This work specifically focuses on how online learning has contributed to the feminist movement and development of a feminist pedagogy within institutions. It is argued that in order for an instructor’s work to be considered feminist that their material must reach beyond the classroom or the semester’s end which is facilitated by online learning as well as online platforms such as Facebook which students use more often and with more leisure. Overall, this work explores how the use of online projects in the gender studies classroom expands the bounds of feminist activism.

February 11, 2026

Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting

Author(s):	Bali, M. Caines, A. Hogue, R. J. Dewaard, H. J. & Friedrich, C.
Date:	2019
Publication:	eLearn Magazine
Citation:	Bali, M., Caines, A., Hogue, R. J., Dewaard, H. J., & Friedrich, C. (2019, May). Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting. elearn Magazine. https://elearnmag.acm.org/featured.cfm?aid=3331173.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning.
Annotation:	The authors of this article introduce Virtually Connecting (VConnecting), a connectivist learning movement that fosters equitable inclusion. The central practice of the movement is intentionally equitable hospitality (IEHospitality), a concept that challenges traditional power structures by prioritizing marginalized voices. The article outlines VConnecting hospitality practices, challenges faced when implementing these practices, and the benefits.

February 11, 2026

10 Ways to Engage Students in an Online Course

Author(s):	Dai, M.
Date:	2007
Publication:	Online Classroom Newsletter
Citation:	Dai, M. (2007, December). 10 Ways to Engage Students in an Online Course. Online Classroom Newsletter, https://lt.arts.mq.edu.au/wp-content/uploads/2020/03/online_classroom_newsletter.pdf.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Treating students as agentic co-educators. Building equity, trust, mutual respect, and support. Promoting cooperative learning. Using technology intentionally to build communities and enhance learning.
Annotation:	Since the success of an online course greatly depends on the engagement of students, the author of this article introduces ten tangible tips that can all improve engagement of students despite the challenges of an online format.

February 11, 2026

Zoom Boom

Author(s):	Flaherty, C.
Date:	2020
Publication:	Inside Higher Education
Citation:	Flaherty, C. (2020, April 29). Zoom Boom. Inside Higher Education. https://www.insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable.

Section on webpage:	Active Learning and Student Engagement
Tenets:	Using technology intentionally to build communities and enhance learning.
Annotation:	Early during the 2020 pandemic, the author of this article explores the benefits and drawbacks of synchronous vs asynchronous learning during the strenuous circumstances. She explores how striking a balance is important and what we can learn from this crisis about student’s varying needs in the classroom.

February 11, 2026

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Cite the Guide

Howard, J., Daniel, C., Newman, L., Bond, N., and Romero-Hall, E. (eds.) “The Feminist Pedagogy Project.” (2026). https://feministsteach.org.

Contribute to the Guide

You may contribute to this guide by sharing resources and tools that you have used in the past, your own assignments, or blog posts that reflect on your pedagogy. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education, please contact us at feministpedagogyonline@gmail.com.

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The Feminist Pedagogy Project © 2026 by Jacquelyne Thoni Howard, Clare Daniel, Liv Newman, Niya Bond, and Enilda Romero-Hall is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

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