7
INTRODUCTION
An important factor for high quality online learning is equivalency. Equivalency means that the student will have an equivalent learning experience online as they would face-to-face (f2f). This does not mean the same learning experience, it just means equivalent. If there were important lectures in the f2f course on complex topics, then the same learning opportunities should be afforded the online student. The instructor can host a synchronous (real time) online lecture or an asynchronous (everyone on their own time) online lecture. In a flipped learning (blended learning) situation, the content in this chapter can be used to create high quality lectures for students to view outside class, so that class time can be focused on interactive group exercises. Following we will cover some information, approaches, and best practices related to all of these types of online lectures.
CHAPTER OBJECTIVES
After reading and reviewing this chapter, you should be able to:
- Understand the difference between synchronous and asynchronous online lectures.
- Know when one type of online lecture is best suited to the learning needs over another.
- Be able to list the best practices and considerations to keep in mind when designing and hosting an online lecture.
- Have an understanding of various tools to use for different types of online lectures.
CHAPTER SECTIONS
Section 1: Introduction
Online lecture, videos, or screencasts created by an instructor can have a positive impact on students’ attitudes towards their learning experience. Students may believe that they comprehend the content better due to hearing their instructor’s voice. Students also believe they can work at their own pace because of the ability replay the recorded video. Guerrero, Baumgartel, and Zobott (2013) developed a study comparing experiences of two sections of students within a transformation of pedagogy setting that had similar traits to flipped learning. Section 1 did not view screencasts and Section 2 did view screencasts. Guerrero et al. state “Findings from instructor insights reflect many of the positive comments made by students regarding the use of online notes. Students in Section 2 seemed more aware of the content being covered each day and came to class prepared to engage with group members on the content.” The screencasts allowed students to view the lecture outside of class. Students were able to gain an initial understanding and went to class prepared with questions along with applicable knowledge for the face-to-face activities. Guerrero et al. (2013) explained that students from Section 1 received more “conventional” education in which students took notes during class with hands-on learning integrated throughout the face-to-face meetings.” Students from Section 1 asked more definition-based and procedural questions while students from Section 2 asked more application-oriented and conceptual questions. When students ask more application-oriented questions this is