Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences

In March 2020 higher education institutions across Norway closed campuses in response to the COVID-19 pandemic. This study explored five high-performing science students’ perceptions of their experiences with active learning a digital physiology classroom. A thematic analysis detailed first-person subjective classroom add knowledge base about how students can be supported learn remote and contexts. Five superordinate themes central experience were identified: ‘accountability self-regulation’, ‘building strategy structure’, ‘creating community social learning’, ‘difficulty discomfort essential’ ‘efforts reframe adversity’. The recognised importance self-regulation, structure, interactions, challenge, explaining aspects course helped or hindered learning. Differential responses use peer-evaluation ability adversity evident. Active approaches gaining deeper understanding physiology.