Redefining active learning in a digitally transformed higher education landscape

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This blog was kindly authored by Dr Andrew Woon, Senior Lecturer in the Department of Management, Monash University Malaysia.

After teaching in the UK for nearly five years, I returned to Malaysia and joined Monash University. There I noticed a  striking difference in the approach to teaching and learning methodologies.

Many universities have been grappling with low student attendance, a trend particularly acute since the onset of COVID-19. Additionally, the increasingly diverse student body (including a higher proportion of students from low socioeconomic backgrounds, mature-age learners and those studying with disabilities) requires greater flexibility in learning modes to accommodate their varied responsibilities and commitments. These pressures have significantly altered the traditional image of a bustling university campus filled with students, prompting institutions to rethink how education is delivered and experienced.

Some universities have taken dramatic steps to address these challenges, Adelaide University decided to discontinue face-to-face lectures, and many other major Australian universities have redefined their course delivery formats to incorporate digital content and self-paced modules.

Monash University has implemented both asynchronous and synchronous learning approaches as part of its transformative teaching and learning initiatives, aligned with the Impact 2030 strategic plan. At Monash, we view the Moodle learning platform not merely as a content repository, but as a dynamic “classroom” space. It serves as an interactive environment where educators can engage students through structured modules, collaborative activities, and timely feedback – going beyond simply sharing materials and resources.

At Monash, we have transitioned lectures to an asynchronous format, which we refer to as “own-time learning.” This allows students to engage with content at their convenience. Our tutorials, which represent the synchronous component of learning, are designed to be interactive and focused on higher-order thinking and practical application.

The goal is to redefine active learning across both asynchronous and synchronous learning spaces to empower students to take ownership of their educational journey. With the rapid advancement of AI fundamentally reshaping the educational landscape, it is high time for bold, intentional changes in how we design, support, deliver, and assess learning.

In an era where information and knowledge are readily accessible, we have reimagined passive lecturing by breaking it down into microlearning blocks. Traditional lectures are now delivered as short, topic-specific videos accompanied by thought-provoking questions and scaffolded learning activities. This structure prepares students for synchronous sessions by stimulating curiosity, promoting cognitive engagement, and cultivating practical skills.

Of course, this method is not without its challenges. Many educators rightly raise concerns about how many students actually complete the pre-session “own-time learning” and how effectively they engage with the material before attending tutorials. Yet, this very concern also applies to traditional live, large lecture sessions, where passive attendance does not necessarily equate to meaningful engagement or preparation. The shift to asynchronous formats simply makes this issue more visible and measurable, prompting us to rethink how we scaffold, motivate, and support student learning across modalities.

This transformation not only responds to the diverse needs of our student population (including those balancing work, caregiving, or accessibility challenges), but also enables more effective utilisation of physical classroom spaces. Traditional lecture theatres can be reimagined as interactive, collaborative learning environments that foster deeper engagement, peer dialogue, and practical application.

In addition, shifting classroom activities to online spaces enables students to better plan their timetables, reducing scheduling conflicts and long gaps between classes. This flexibility not only supports time management but also cultivates essential skills in online collaboration, digital communication, and self-directed learning — competencies that are increasingly vital in both academic and professional spheres.

The shift to asynchronous lectures represents a significant cultural change in learning, requiring adaptation from both students and educators. As educators, we must evolve from being mere content deliverers to becoming facilitators who thoughtfully design learning activities that promote engagement, critical thinking, and autonomy. This pedagogical shift challenges us to create meaningful learning experiences that guide students through inquiry, application, and reflection, rather than relying on the passive delivery of content typical of large lecture formats.

As a result, I do not see asynchronous lectures as a lesser form of teaching or an intellectual compromise, but rather as a strategic shift that empowers students to learn at their own pace, revisit complex concepts, and prepare more meaningfully for interactive sessions. When thoughtfully designed, asynchronous learning fosters autonomy, deepens engagement, and complements synchronous tutorials in cultivating higher-order thinking and practical skills.

I believe UK institutions should take a bold step forward, as the current format of delivery is unlikely to drive meaningful progress. The traditional reliance on large, live lectures and rigid timetabling no longer aligns with the evolving needs of students or the realities of a digitally transformed educational landscape. Embracing asynchronous and blended learning models that are paired with thoughtful curriculum design can foster deeper engagement, greater flexibility, and more inclusive learning experiences for all.