Design-based research on integrating learning technology tools into higher education classes to achieve active learning

This study adopted the design-based research (DBR) method to explore whether the integrated technology-enhanced learning mode could help college teachers design more interactive classes, and to assist undergraduate students in achieving active learning. The study lasted for 4 semesters and consisted of 3 research phases, in which the issues of how to use learning technology tools to promote active learning of course participation and peer assessment were explored. The participants of the whole study included about 458 2nd and 3rd year undergraduate students. After 3 iterative DBR phases, it is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction. Peer assessment with guiding assessment descriptions and evaluation rubrics using the Google suite was evaluated positively by most students. It facilitated advanced level cognitive knowledge acquisition and helped the students to produce constructive peer feedback. The future work for the next phases of DBR study is also discussed. •The study conducted DBR to bridging the gap between theory and educational scenario.•How learning technology could be integrated into a higher educational scenario was explored.•The model of using learning technology tools in a higher education scenario was presented.•The IRS tools with various strategies facilitate active learning and course cooperation.•The adoption of peer assessment promotes active learning and help learners to did reflection.