Ncsu recorded lectures series#

Ncsu recorded lectures series#

This method is based in part on the “ handouts with gaps ” technique that many NC State instructors may be familiar with from Rich Felder and Rebecca Brent ’s work.Įach week, I provide students with a module that has the same structure: a series of short Panopto videos with embedded questions and a single Google Doc “Guided Notes” document that pairs with all of the videos for the week. There are more examples of asynchronous active learning than I can provide here, so I will simply explain a method that I think will appeal to instructors who have found a comfort level with providing short lectures interspersed with breakout room activities in Zoom. Pre-recorded videos, along with lower-bandwidth learning materials like text and images, are also easier to access than live video streams for students with limited internet access.ĭespite these advantages, a perception remains that asynchronous courses are not active. Accurate captions are legally required for students with certain disabilities, and are an important learning tool regardless of disability status – of the 135 students in my online Molecular Genetics course in Spring 2022, 40 mentioned captions as an access need. In addition, asynchronous videos allow for accurate captioning. My students report that they sometimes watch a video multiple times, adjusting the speed to quickly skip over parts they understood the first time and slow down where they need a little more time.

Course materials (videos, reading assignments, activities) are available online, and students can return to them at any time, removing the concern of missing a lecture, or even missing one really key slide. Online synchronous learning also presents similar drawbacks to in-person teaching – just as students can blend into the background in a large-enrollment course, they can turn off their cameras, and just as it’s easy to miss something important during an in-person lecture, the same can happen over Zoom.Īsynchronous online learning has some advantages over synchronous learning – most importantly, increased access. text-based lessons), but the structure of the lesson the instructor creates.Ī large part of the appeal of Zoom is that it “feels” for many instructors most similar to an active, engaged classroom, and when used effectively, it provides opportunities for interaction and the ability to check in with students, both about their understanding, and their well-being. What makes the learning active or passive is not the modality (Zoom vs. But online learning has been around much longer than COVID-19 and Zoom, and innovative instructors have spent the past two (or more) decades developing active learning pedagogies for the asynchronous online environment.

During the shift to emergency remote instruction, online teaching became synonymous with synchronous Zoom sessions, and active learning became synonymous with breakout rooms, polls and reactions, and the chat box.