Enhancing Expression and the Human Touch: Using Video in Asynchronous Discussions

After a year of online synchronous video communication via web conferencing tools such as Zoom, Skype, and others, it is likely that we are tired of the hours and hours of synchronous video. As we transition from remote instruction back to more traditional forms of teaching and learning and using technology to help facilitate our face-to-face, blended, and online courses, we can leverage the benefits of video in asynchronous environments. In particular, video is becoming more popular in asynchronous discussions as a way to create an online community, construct knowledge, have meaningful discussions, and strengthen student-to-student and student-to-instructor interactions.  

Although video is an incredibly powerful medium, it must be created with a strong emphasis on pedagogical considerations to be most effective. Many online courses already use discussion forums to present asynchronous text-based discussions of the content presented in a text-based format. Text-based discussions have been the primary way educators have connected with and engaged students in the online environment.  To make the discussion even more engaging, consider using video in discussions.     

In comparison to face-to-face conversations, asynchronous online discussions promote more equal participation. Additionally, the inherent flexibility of online conversations enables participants to be more thoughtful and reflective in their remarks. However, the majority of these conversations take place through text. While the text is advantageous for critical thinking, it often lacks communication signals that enable participants to connect with the content and their classmates. Consequently, participants may experience boredom and isolation.  The use of video may be the solution to this experience.

Asynchronous Text vs. Video Discussions 

Not all discussions should be done in video or not all discussions should be done with text, but a good mix would encourage different learners to achieve the outcome of the learning activity.  The question is when should I use video and when should I use text? Borup (2021) lists some guiding questions to facilitate the decision whether to use text or video discussions:   

When to Use Asynchronous Video Discussions 

If you answer “yes” to any of these questions, then the use of asynchronous video would be beneficial:  

1. In part, are you assessing students’ ability to speak or present on the topic?  
2. Are you hoping that this discussion will help establish a sense of community?  
3. Is it important for you to know how students feel about the topic?  
4. Do some students in your course have difficulty communicating in the text?  

When to Use Text-based Discussions 

If you answer “yes” to any of these questions, then the use of asynchronous text would be beneficial:  

1. In part, are you assessing students’ ability to write on the topic?  
2. Are you primarily assessing students’ critical thinking on the topic?  
3. Is a written record necessary for future review?  
4. Do some students in your course have difficulty communicating using video or viewing/hearing video?  

Asynchronous Video Activities 

If you determine that an asynchronous video would be beneficial to use in your course, Borup suggests some discussion activities you can implement: 

• Reflection- Students frequently read and/or see content in online courses, think about it, and then contribute their views and relevant experiences. Additionally, teachers frequently ask students to respond to a specified number of their peers’ remarks.  The content could be made as a video.  

• Debate- A video could be posted as topic content for students to debate. Debates are a frequent in-person classroom activity in a wide variety of academic areas. With sufficient planning, these debates may also be conducted online, with even greater opportunity for contemplation and involvement than is available in person. As with in-person discussions, the instructor should establish ground rules for courteous communication. The instructor can divide the online debate into segments and assign deadlines to each. For example, one day may be set aside for opening statements. Additional days might be set up for rebuttals. Finally, on the final day of the debate, students provide closing comments. 

• Check-ins and Updates- Having students submit regular updates on lengthier projects or experiences, such as practicums or internships, enables instructors to keep an eye on students’ progress. Consequently, even in the absence of a firm deadline, these updates hold students accountable for their actions. Additionally, these check-ins provide students with a chance to request help. By including videos with these posts, students may retain a sense of community. 

• Peer Reviews- Instructors can offer feedback via asynchronous video. Similarly, students can utilize video comments to offer feedback to their classmates on their work. Students can post links to their projects along with a video explanation of their effort. Following that, students can evaluate the work and offer feedback via webcam or screencast recordings. 

• Teachbacks (Jigsaws) – Students are assigned to a discussion group of around three to six students in a jigsaw exercise. Each student is assigned a distinct element of the subject to study. Consequently, each student is focused on and examining a separate set of materials in preparation for the discussion exercise. Following that, each student shares their knowledge with the rest of the group. This enables students to educate one another, allowing everyone to have a comprehensive understanding of the subject.

In summary, the use of asynchronous video in online discussions can provide a way for students and instructors to engage with each other and strengthen interactions between and among students and instructors. If you do decide to distribute an activity using video discussion in your course, then it is best practice to assess why you are using video and whether it is the best fit for what you are aiming to achieve.  

Reference:   

Borup, J. (2021, February 03). Let’s Discuss Discussions: Using Asynchronous Video To Improve Online Discussions. Let’s Discuss Discussions: Using Asynchronous Video to Improve Online Discussions | EDUCAUSE.  https://er.educause.edu/blogs/2021/2/lets-discuss-discussions-using-asynchronous-video-to-improve-online-discussions.