The COVID-19 pandemic has caused significant changes in every aspect of daily life. Many educational institutions around the world have decided to cancel in-person classes and move all classes to online mode. Despite the fact that in-person classroom learning is said to be more effective and preferable, online learning has played a significant role in limiting COVID-19 transmission. With recent technological advancements, synchronous e-learning allows teachers to communicate and interact with students virtually. However, in several studies, the effectiveness of on-site and online learning has been studied and compared. According to the survey, about 65.9% of the sample group prefer to study on-site rather than study online regards to its limitation of interaction. It would be great if the development of learning technology, especially online learning platform, provide the appropriate functionality that supports active learning activities. Thus, the purpose of present study was to investigate the key factors that contributed to active learning in the context of online learning. This study conducted systematic reviews of the PRISMA-P together with 96 users interview from both learners and teachers to extract the key factors that related to active learning in online learning platform. As a result, the factors that contribute to and support active learning are critical thinking, decision-making, problem-solving, effective questioning, idea demonstration, participatory, micro-interaction, self-reflection, and the positive teacher-student relationship. Implications for future learning technology development were discussed.