Whiteboards as a Tool for Active Learning: Insights from an Undergraduate Information Science Course

This study explores the use of handheld whiteboards as a low‐tech, active learning strategy in a large undergraduate Information Science course. Grounded in Cognitive Apprenticeship and Situated Learning theories, the study investigates how whiteboard‐based activities support student engagement, peer collaboration, and visualization of abstract concepts. Using a mixed‐methods approach, survey responses from 184 students revealed that most participants perceived the whiteboard exercises as helpful for enhancing participation and conceptual understanding. Thematic analysis of qualitative feedback highlighted benefits such as increased attentiveness, real‐time feedback, and peer learning, alongside challenges related to note‐taking and anxiety. The study contributes to a deeper understanding of how simple, physical tools can complement technology‐driven instructional strategies and inform inclusive, scalable approaches in information science education.