It is a generally accepted wisdom that active learning plays an important role in successfully passing course with good marks as well as knowledge acquisition and retention. As early as middle schools, students have also learned that, with the exception of genius, it is almost impossible to pass a math final exam without seriously getting involved in the course for the entire term which includes regular class attendance, interactions with teachers, keeping up with readings, doing homework and learning from mistakes. They know that an analytical skill such as mathematical reasoning can only be acquired through various forms of persistent active learning. These precede the rapid development of technology and huge increases in class sizes. Students of introductory economics have found that they must to endure the labor-intensive process of active learning in order to acquire the much needed skill of economic analysis and reasoning, be it mathematical or non-mathematical, for subsequent courses in their programs. This is further compounded by the difficulty of initiating and maintaining student-instructor interactions in large classes which have become almost a norm in every school in North America. Given the enrolment limit of about 250 students per class at our institution, the role of the instructor is practically reduced to merely giving mass lectures three times a week with very little student interactions beyond three hours of office per week and occasional extra tutorials before midterms and final exams. Students are left to fend for themselves own from the beginning to the end for their first year of university education. Many are unable to manage their courses and fail. Others, under the pressure of job prospects and out of desperation, end up resorting to academic offenses, get caught and fail. This paper reports our experience of using two learning technology and course management systems, MyEconLab and Aplia, in hope to help students achieve their learning objectives in spite of the structural increase in class sizes. We want to see if capital-intensive technology can be complementary to the traditional labor-intensive process of active learning. We have used MyEconLab and Aplia in various sections of both Introductory Micro and Macro classes over the last few years. Students are given on-line access to these course systems at affordable costs. They are able to follow guided learning modules related to the lectures and interact on-line with the instructor as well as classmates. As students learn from the course systems and their peers, the instructor becomes the "answerer of the last resort" needed only for difficult situations. Class interactions become multi-dimensional with four types of players--students, instructor, course systems, and peers. Although this is still far from the traditional one-on-one interaction between students and instructor, it perhaps offers a second-best solution for active learning in a constrained environment of limited teaching resources. Preliminary results show that, at least for the classes covered by our experiments, these learning technology and course systems appear to be able to help student achieve active learning as seen through their improved performances and positive feedbacks.