A needs analysis study for faculty active learning training in a MOOC professional development environment

Active learning is widely promoted in higher education, yet faculty professional development (PD) often struggles to produce sustainable, observable change in classroom practice, especially when delivered online and asynchronously. Grounded in constructivism and operationalized through Fink’s (2003) active learning design, this qualitative case study investigated a micro-learning-based asynchronous PD program supported by an online community of practice (CoP). The training was developed using an online-course instructional design model tailored for asynchronous environments and informed by a multi-phase needs analysis through student evaluations, student open-ended surveys, LMS course review using a grounded active learning inventory, faculty focus groups, field notes, and faculty post-training reflections. Six faculty members completed the program and participated in data collection. Upon needs analysis, four data sources were formed: lesson observations with follow-ups, participant teaching reflections, discussion board artifacts across modules, and three interview sets targeting experiences with the asynchronous micro-learning course, active learning adoption, and CoP participation. To ensure a meaningful shift in faculty practice, a comprehensive needs analysis identified several critical requirements for PD in active learning. First, there was an essential need for training that focused on the constructive alignment of learning outcomes with classroom activities, the expansion of diverse interaction patterns, and the systematic integration of student reflection. While the time constraints of busy academics necessitated the flexibility of asynchronous micro-learning and mobile-accessible content, the analysis highlighted a significant gap in participant self-regulation and peer interaction. Consequently, for PD to be effective, it must move beyond simple content delivery to include structured accountability mechanisms and intentional community facilitation. A successful framework must therefore provide practice-oriented training across low-, moderate-, and high-level active learning strategies, underpinned by strong programmatic coherence to sustain long-term engagement and deepen pedagogical mastery.