In a recent article, Hidden Barriers to Student Engagement, we explored how unnecessary friction can pull students' attention away from learning. When students are spending their mental energy trying to interpret instructions, locate materials, or figure out what's expected, they are left with less capacity to engage with the learning itself. Removing those barriers is important. But that doesn't mean learning should feel effortless.
Some forms of difficulty are not obstacles at all. They are an essential part of learning. Educational researchers refer to these as desirable difficulties – learning experiences that require more mental effort in the moment but lead to deeper understanding and better long-term retention (Bjork & Bjork, 2020).
One of the challenges of teaching is that productive learning doesn't always feel productive. Research consistently shows that learning is often strengthened when students are asked to retrieve information, apply concepts, explain their thinking, or solve unfamiliar problems. These activities are more difficult, because they require students to actively work with what they know rather than simply recognizing it.
At the same time, rereading notes or watching a lecture from start to finish can create a strong sense of familiarity. Because the content feels recognizable, students can come away believing that they have learned it well, possibly leading to a false sense of productivity.
The goal isn't to make learning harder for its own sake – it is to direct the students' effort toward thinking processes that lead to deep understanding and long-term retention. The goal is to introduce enough work – or productive struggle – that students are learning.
What Productive Struggle Looks Like Online
Ask students to retrieve before they review
Instead of beginning a module with a recap of last week's material, invite students to recall what they already know.
Example: Start the module with a short, ungraded Canvas quiz or a discussion prompt asking students to write down everything they remember before opening the week's materials.
Retrieving information from memory strengthens learning far more than immediately rereading notes.
Ask students to predict before revealing the answer
Prediction encourages students to actively engage with a problem before they're shown the solution.
Example: Begin a lecture video by presenting a case study, scenario, or question, and ask students to pause the video to predict what will happen before continuing.
Even when predictions are incorrect, they prepare students to pay closer attention to the explanation that follows.
Let students attempt a problem before providing an example
Worked examples are valuable, but students often learn more when they first have an opportunity to grapple with the problem themselves.
Example: Present a case study or problem in Canvas and ask students to submit a brief response before sharing an instructor walkthrough or exemplar. This gives students a framework for understanding the solution when they see it.
Design discussions around reasoning instead of summary
Many online discussions ask students to repeat information from readings. Instead, ask questions that require students to interpret, compare, or justify their thinking.
Instead of:
"Summarize the main ideas from this week's reading."
Try:
"Which idea from this week's reading do you think would be the most difficult to apply in practice, and why?"
Or
"Two students reached different conclusions about this case. Which argument do you find more convincing, and what evidence supports your reasoning?"
These prompts encourage deeper thinking rather than simple recall.
Build pauses into instructional videos
Watching a lecture can become a passive experience. A well-placed pause encourages students to process what they've learned before moving on.
Example: Halfway through a video, ask students to pause and solve a problem, sketch a concept, answer a question, or predict the next step before continuing. Small moments of active thinking can make video-based learning far more engaging.
Ask students to explain how they arrived at an answer.
A correct answer is not necessarily an indicator of learning. Asking students to explain their reasoning provides insight into how they're thinking.
Example: Add a brief reflection question to a quiz or assignment asking students to describe how they reached their conclusion or what evidence informed their decision. The explanation often reveals more about learning than the answer itself.
Effective online learning isn't about making learning feel easy. It's about removing unnecessary friction so students can devote their mental effort to the work that matters most: questioning, connecting ideas, solving problems, and making meaning. When students are challenged to think deeply – and supported as they do – those moments of productive struggle become some of the most valuable learning experiences we can design.
Resources
Bjork, R. A., & Bjork, E. L. (2020). Desirable difficulties in theory and practice. Journal of Applied Research in Memory and Cognition, 9(4), 475–479. https://doi.org/10.1016/j.jarmac.2020.09.003
If you are RU faculty and you would like to discuss more ideas about enhancing your online courses, you can reach out any time and book a consultation with one of our team members.