The Development of an E-Learning Instructional System Integrated with Active Learning: A Qualitative Study at the Lower Secondary Education Level

Abstract

        This study aimed to examine the concepts, approaches, and key components involved in developing an e-learning instructional system integrated with Active Learning at the lower secondary education level. A qualitative research approach was employed to gain an in-depth understanding of instructional practices from the perspectives and experiences of key stakeholders. The participants consisted of 15 key informants, including lower secondary school teachers, school administrators, and experts in educational technology, selected through purposive sampling. Data were collected using semi-structured interviews and analyzed through thematic analysis.

        The findings revealed that effective e-learning instruction should be designed as a comprehensive learning system that systematically integrates digital platforms, instructional media, and instructional processes. Within this system, Active Learning plays a critical role as a pedagogical mechanism that promotes student engagement, critical thinking, and meaningful learning experiences. The appropriate integration of e-learning with Active Learning was found to enhance students’ learning outcomes across multiple dimensions, including subject knowledge, analytical thinking skills, collaborative abilities, learner confidence, and self-directed learning capacity. The study also indicated that the success of integrating e-learning with Active Learning depends on several supporting factors. These include strong administrative support, teachers’ pedagogical readiness and competence in designing active learning activities, and the alignment of the e-learning system with the developmental characteristics and contextual realities of lower secondary students. Without these supporting conditions, the integration of technology and active pedagogy may remain superficial and fail to achieve its intended educational outcomes. The findings of this study provide practical insights and guidelines for developing e-learning instructional systems integrated with Active Learning that are suitable for lower secondary schools in Thailand. Moreover, the results contribute to instructional improvement and inform educational policy development aimed at enhancing learning quality in the digital era.