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The	  authors	  of	  this	  paper	  have	  been	  designing,	  with	  student	  input,	  appropriate active	  learning	  techniques	  for	  online	  use	  as	  well	  as	  for	  use	  with	  new	  and	  evolving technologies.	  These	  instructional	  activities	  are	  largely	  collaborative	  in	  nature	  and are	  based	  on	  classic	  active	  learning	  strategies,	  as	  suggested	  in	  the	  research literature	  for	  face-­‐to-­‐face	  instruction.	  This	  paper	  discusses	  the	  implementation	  of active	  learning	  strategies	  designed	  or	  adapted	  for	  online	  and	  hybrid	  classrooms, modified	  to	  employ	  emerging	  collaborative	  technology	  as	  well	  as	  the	  use	  of technologies	  not	  available	  earlier	  for	  the	  purpose	  of	  teaching	  technical	  graphics concepts. Activities	  for	  this	  ongoing	  study	  were	  selected	  from	  analyses	  of	  best	  practices identified	  in	  the	  research	  literature	  on	  both	  active	  learning	  and	  virtual learning.	  	  This	  paper	  is	  a	  continuation	  of	  a	  previous	  exploratory	  study	  and	  paper that	  discussed	  preliminary	  results.	  This	  paper	  discusses	  the	  refinements	  made	  to these	  activities	  following	  initial	  attempts	  to	  use	  them	  with	  students	  in	  both	  face-­‐to-­‐ face	  and	  online	  settings	  as	  well	  as	  findings	  based	  on	  a	  variety	  of	  feedback	  data.	  Data sources	  used	  to	  refine	  instructional	  design	  included	  student	  surveys;	  discussion forum	  posts;	  project	  rubric	  analyses;	  peer,	  self,	  and	  instructor	  assessment	  data;	  and instructor	  observations. This	  report	  represents	  the	  research	  team’s	  second	  phase	  of	  exploration	  of	  active learning	  strategies	  in	  an	  hybrid	  and	  online	  environment	  and	  using	  emerging technologies.	  Phase	  one	  piloted	  the	  initial	  design	  of	  strategies	  that	  were	  untested and	  untried.	  The	  piloting	  of	  these	  activities	  allowed	  the	  team	  to	  identify	  weaknesses in	  the	  available	  technology	  for	  collaboratively	  developing	  digital	  technical	  graphics as	  well	  as	  the	  instructional	  presentation	  and	  implementation	  strategies	  employed when	  using	  them.

Designing Active Learning Activities for On-line and Emerging Technology: A Report on Student’s Perceptions of the Activities and Activity Refinement