Now, school education emphasizes the quality and depth of learning, "How to learn (students)" as well as improving the quality and quantity of knowledge "What to teach (teacher)". It assumes education (so-called "Active learning") that realizes independent and collaborative learning for finding and solving problems, and is exploring the direction of new educational reform. This active learning is a learning method that has been advocated by many educators, and is never a new learning method. If you follow the historical course, you can find the source in Dewey's experiential learning (1910s) and Vygotsky's constructivism (1980s). As a result, various learning methods exist. For example, in Europe and the United States, "Case methods", "Action learning", or "Participant centered learning" are typical active learning. On the other hand, in Japan, there is a tendency to seek new class development by incorporating pair group work in class. A collaborative learning centered on pair / group work is a learning process in which the student asks questions and thinks about solutions. And teachers try to "Knowledge fixation" and "Learning creation" through the consideration process and provision of places. However, if a faculty member simply sets up collaborative learning and leaves it to the student, learning will not deepen, and teachers will not be able to utilize the thoughts and ideas of the student. Students need the ability to monitor their own learning strategies and abilities ("Metacognition ability"). In this paper, efficiency of classes is a top priority issue for active learning. Then, build LTM (logic tree learning method) using an AP (activity program) that links learning activities and problem solving processes. This paper will utilize these in e-learning materials and aim for an active learning type class that improves class understanding and efficiency.