IN-PERSON: Learning. Life. Work

Abstract

The post-pandemic academic landscape has shifted towards hybrid and virtual learning, with virtual materials from the pandemic proving effective for including asynchronous content. While most courses return to an in-person environment, some educators, including myself, have implemented new teaching methods, like the flipped model, to blend virtual and in-person elements. However, student engagement in asynchronous material can be lacking, impacting their connection to their education. While the availability of asynchronous material in a flipped model course has proven benefits, without incentives, student engagement can wain, negatively affecting the overall sense of belonging. To address this issue, I have modified asynchronous material to be more engaging and collaborative by using interactive video lectures containing embedded discussion prompts and activities. During the pandemic, viewership of asynchronous videos remained high; however, with the return to in-class learning, the number significantly reduced due to competing priorities. To improve student engagement in asynchronous material, I have converted the existing short video lectures into an interactive format that embeds discussion questions and activities, transforming the previous ‘lean-back’ passive learning into ‘lean-forward’ active learning. Since introducing the new format to the asynchronous material, student viewership has dramatically increased and student engagement in classroom discussions and activities has improved. While participating in the classroom, students show more confidence in their understanding of the material and have expressed a more precise knowledge and appreciation for the asynchronous content. The incorporation of interactive videos has helped increase students’ connection and sense of belonging to their education.