In recent times, online courses have become the popular opinion compared to the

traditional learning and technology development has made it easy for everyone willing
to undertake online courses. Online courses have become flexible and convenient for
students. However, the success of an online course will entirely depend on the
engagement and participation of the student. This study will examine the main
responsibilities of students while undertaking an online module and suggestions for co-
creating an active learning environment.

From my own experience, there is a full engagement in a classroom because students

come prepared and ready to participate. It maximizes the learning opportunity and the
participation includes asking and answering questions, completing in-class assignment
and consistently aligning behavior to classroom norms. However, the online courses are
very helpful. According to Alenezi 2020, online learning offers the chance to acquire
knowledge, improve their ability to think critically and logically, and boost their creativity
through the exchange of ideas and structuring of their academic courses. The main
responsibility of a student undertaking a self-paced online module is to take ownership
of their learning, they have to be proactive in seeking out resources, completing
assignment and engaging with course materials. They have to ensure that they have
access to the required hardware, software, a stable internet connection and maintain a
certain level of confidentiality in their information (usernames, passwords). Another
responsibility is to manage their time effectively. Engaging in effective time
management involves self-discipline, hence creating a study routine. Since there is no
physical of an instructor to supervise, another responsibility is that students have to be
self-motivated and possess the drive and determination to complete the work
independently. It requires students to set personal goals, stay focused and remain
motivated during the course learning. Jung (2001) found in his literature analysis of
web-based instruction that learners have autonomy in decisions regarding their own
learning. He states “learners engaged in Web-based instruction use certain cognitive
strategies or knowledge to exercise their learning autonomy which maximizes learning
and the construction of new knowledge” (p.531).
There are some ways in which students can co-create an active learning environment
and improve online learning environment. Students can take the initiative to stay on top
of their assignment, participate in discussions, seek help when needed and; be open
and flexible. They play a crucial role in providing constructive feedback to teachers.
Teachers and students have to communicate regularly and make expectations clear.
They can create an active learning environment by taking control of their learning,
students are able to maximize the benefits of online education by working in groups
where everyone is responsible, focused and motivated to participate to produce more
teaching resources and develop important skills such as time management,
organizational skills and self-discipline. Online course can be improved and refined with
the input and suggestions of the students themselves. By providing constructive
feedback, students can help during the course

Online learning is causing significant changes to their practices and policies which
results a rapid transformation of higher education. The combination of advancements in
technology instruction pedagogy has shaped a new model for online teaching and
learning (Alenezi, 2020). Successful online learning requires a reconstruction of the
responsibilities and strategies of online teachers and their online students
 REFERENCES

Alenezi, A.M. (2020). THE RELATIONSHIP OF STUDENTS’EMOTIONAL

INTELLIGENCE AND THE LEVEL OF THEIR READINESS FOR ONLINE
EDUCATION: A CONTEXTUAL STUDY ON THE EXAMPLE OF UNVERSITY
TRAINING IN SAUDI ARABIA. 22(4), 89-109

Jung, I. (2001). Building a theoretical framework framework of web-based instruction in

the context of distance education. British Journal of Educational Technology, 32(5), 531.