Video Discussions are a Superior Option for Asynchronous Online Learning
In online education, asynchronous discussions are a key component of engaging students and encouraging participation in a flexible learning environment. Traditionally, these discussions have been text-based, with students posting written responses to prompts and replying to their peers. However, the rise of video platforms and tools like Canvas Studio, the late Flip (rest in peace), Kaltura, Screencast-O-Matic, Padlet, and others has opened the door to a more dynamic and interactive approach: video discussions. Integrating video discussions into online courses offers several key advantages, enhancing both the educational experience and community-building efforts.
The biggest reason I made the switch to video discussion is because of AI. As AI tools become more accessible, some students often turn to AI to generate text responses for asynchronous discussions. While this can save time, it undermines the authenticity and value of the learning process. AI-generated responses can come across as disingenuous, lacking the personal touch and deeper understanding that real human input provides. The result is a discussion that feels robotic and unengaging. This can make the overall conversation dull and uninspiring, as students simply churn out polished but formulaic responses without truly engaging with the material or their peers. Video discussions, on the other hand, make it much harder for students to rely on AI tools, ensuring that the content is genuinely their own and that they are actively participating in the learning process.
One of the main criticisms of online learning is the lack of personal connection compared to face-to-face classes. Video discussions bridge this gap by allowing students to see and hear each other, creating a more humanized and engaging interaction. Facial expressions, tone of voice, and body language add layers of communication that are absent in text discussions, fostering deeper connections between students and instructors. Video discussions enable learners to feel like they’re part of a real community, rather than just a series of names on a screen. This can be especially important for students who may feel isolated in an online environment. Seeing their classmates speak directly to the camera creates a sense of immediacy and involvement, helping to build camaraderie and rapport in the virtual classroom.
This semester I made the switch from Flip to Padlet for my video discussions in my journalism courses. After 3 weeks I can see a real connection between the students in the class. I can see the authenticity of their videos and feel it encourages students to speak more naturally and conversationally compared to the often formal, stilted language used in written posts. This leads to more dynamic exchanges and often deeper, more thoughtful reflections. Video discussions also tend to capture attention more effectively. Students are likely to watch a brief video response from a peer rather than reading through lengthy text posts, thus encouraging more active participation in ongoing discussions. I know that I’ve moved from spot-reading posts to watching all of their videos. I wish I could show you some of the cool interactions that have already transpired so far in these video discussions. You’ll just have to take my word for it.
RSI in the Classroom Video Series
The ecourses committee this year is focused on getting GCC online faculty on board with Regular and Substantive Interaction (RSI). The U.S. Department of Education requires that all online courses for which students receive federal financial aid involve “regular and substantive interaction between students and instructors.”
What that means is online courses must demonstrate that:
Instructors engage in at least two forms of substantive interaction during each course. That interaction should be regular, scheduled, predictable, and focused on the course subject. In other words, students should know when they can expect to engage with their instructor, and those opportunities for engagement should happen throughout the entire academic term.
We created a video series to show faculty what that might look like in an online course. These are just examples and not necessarily what every faculty should or can do. It’s up to each faculty member to decide which two forms of substantive interaction work best for their course. What works for me, may not be feasible for you.
Below are the first 3 episodes of the video series. Each week we will be adding to the series and you can check for new episodes here: https://app.screencast.com/collections/g000300JyGwQr0SvdKwgAOmRHaG3s
RSI in the Classroom, Ep. 1 Office Hours
Office hours can be considered a form of regular and substantive interaction in online courses, but it depends on how they are conducted and how they contribute to the overall learning experience. Learn more here: https://app.screencast.com/LybDFzcfI5xyK
RSI in the Classroom, Ep. 2 Facilitating Discussion
To facilitate a group discussion regarding the content of a course or competency as regular and substantive interaction, you can start by setting clear expectations for participation and encouraging all members to contribute. You can also use open-ended questions to spark conversation and encourage critical thinking. Additionally, it may be helpful to establish ground rules for respectful communication and active listening. Here are a few examples to show you what that might look like: https://app.screencast.com/1Ztpkj5HUlizJ
RSI in the Classroom, Ep. 3 Assessment & Providing Feedback
Regular and substantive interaction refers to the requirement for online instructors to have ongoing and meaningful engagement with their students. Assessing or providing feedback on a student’s coursework is one way to meet this requirement, as it demonstrates a level of involvement in the student’s learning process. This interaction is a fundamental part of the teaching and learning process and plays a crucial role in the student’s academic development. See some examples here: https://app.screencast.com/gk3W0U9ERi5R8
