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Road geometric design remains relatively underexplored in this field. This study implements multiple active learning techniques in online road geometric design courses, applied iteratively across three undergraduate courses in Ecuador. 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Many of these studies used only one technique, which is limiting given the diverse learning styles that the students may have. The road geometric design is the area that has been the least explored in Civil engineering. Therefore, the objective of this study is to show the implementation of multiple different active learning techniques in online road geometric design courses. The study shows an iterative implementation of multiple active learning techniques throughout the sequence of the three undergraduate courses in Ecuador. As a result, positive student perception was found from the combination of several active techniques. Each technique, called ‘learning moment’, was distributed weekly and separated from the others. The students gave the courses an average score between 8.34 to 9. 06/10 . At each learning moment, there were many positive comments and some easily resolved negative ones. The combination of multiple different active learning techniques, shown in this study, can be used in other courses of Civil Engineering, Engineering, or in similar areas of knowledge.  \nKey words: active learning; civil engineering; learning environment.  \nINTRODUCTION  \nActive learning is any learning activity in which the student participates or interacts actively in their learning process (Bonwell, C. , & Eison 1991) . Active learning is the opposite of ‘traditional’modes of instruction in which students are passive recipients of knowledge. The lecture-style presentations, one of the traditional approach, is no longer welcomed by students (Roehl, Reddy, and Shannon 2013) since they prefer the most innovative learning methods (Subramanian and Kelly 2019) . In addition, according to their preference, it also motivates them to reach higher levels of learning (Warren and Padro 2019) . This active learning environment allows students to develop  \n2024: VOLUME 12 ISSUE 1 25  \nADVANCES IN ENGINEERING EDUCATION  \nImplementing Multiple Different Active Learning Techniques in Online Road Geometric Design Courses  \nskills and abilities they need in their future jobs, especially in the area of Civil Engineering, where they are highly required.  \nIn Civil Engineering courses, several active learning techniques have been employed to get better learning results. Some of these techniques that try to leave behind the lecture-based classes are the flipped classroom model (Cleary 2020) and their variations: peer-assisted flipped classroom (Navin 2021), partially flipped classroom (Warren and Padro 2019), blended learning (Win and Wynn 2015) or gamification (Sailer et al. 2017; González 2018; Huang and Levinson 2012) . The main idea of this active model is to engage the student in their learning. This engagement could put the students to learn by themselves: guided exercise supported by ICT (C. G. Oliveira, Macedo, and Oliveira 2018), autolearning with lectures prepared by the students (Garzón-Roca et al. 2018), outcome-based education (Isa et al. 2017) . Also, students can learn together with their peers: teamwork learning (Sofroniou and Poutos 2016; Y. García-Ramírez 2020; Antaya et al. 2013; Kunberger and Bondehagen 2008; Y. García-Ramírez 2021), peer-assisted learning (Abushammala 2019b; Van Hattum-Janssen and Loure o 2008); active and cooperative learning (Pakpahan 2018; Schneiter 2004; Bandyopadhyay 1999; Kolar et al. 2000; Jacquez et al. 2007) . Given the positive results of active learning, those are not the only learning techniques in the civil engineering field. Some other active techniques invol","cbCaiiMDeQETtLGB","https://ap.wps.com/l/cbCaiiMDeQETtLGB","pdf",970157,"English","# Abstract\n# Introduction","[{\"question\":\"Why does the study focus on multiple active learning techniques instead of a single one?\",\"answer\":\"Many prior studies used only one technique, which can limit effectiveness given varied student learning styles. The study targets this gap by combining several approaches.\"},{\"question\":\"What does the study implement in the online road geometric design courses?\",\"answer\":\"It implements multiple different active learning techniques, organized as weekly “learning moments” distributed throughout the sequence of three undergraduate courses.\"},{\"question\":\"What learning outcomes and perceptions were reported by students?\",\"answer\":\"Students reported positive perceptions about the combined techniques, with average course scores ranging from 8.34 to 9.06/10 and many positive comments plus some easily resolved negatives.\"}]","Implementing Multiple Different Active Learning Techniques in Online Road Geometric Design Courses - 2024 Volume 12 Issue 1 | PDF",1792066906]