Creating an Engaging Learning Environment Through Video Discussions

Exploring Student Perceptions of Flipgrid in Online Courses

“…However, despite advances in technology in the decades since, the main ways that instructors and students interact with each other in online courses, as well as the challenges that these methods of interaction present, have changed very little. Asynchronous text-based discussions are still the main way that instructors and students interact in online courses today (Arend, 2009;Guo, Chen, & Hou, 2019;Maddix, 2012;Moore, 2016;Serembus & Murphy, 2020). Thus, while the development of learning management systems (LMS), various educational technologies, and approaches to designing online instruction have evolved-andÍ arguably even matured-in many ways, the typical online course today centers around the same type of asynchronous text-based discussions used over the past 30 years.…”

“…Stodel, Thompson, and MacDonald (2006) concluded that "threaded discussions can make it hard to inject emotion into communication, make others salient in the learning environment, and foster enjoyable and rewarding interactions" (p. 19). Further, these text-based discussions lack the social cues, such as voice inflections and non-verbal gesturing, that are critical to interpreting and understanding meaning (Gurjar, 2020;Serembus & Murphy, 2020). Other research has shown that students can get frustrated with the inherent delay and lack of immediacy in asynchronous discussions (Doherty, 2006;Meyer, 2003;Song et al, 2004).…”

“…Given this, some online educators have focused on identifying ways to improve the use of asynchronous textbased communication in online courses-recognizing that many criticisms of it might be more about how we use them than the technology itself (Johnson, 2016;Kwon, Park, Shin, & Chang, 2019;Woods & Bliss, 2016). At time same time, others have investigated how technological advances, such as asynchronous video, might provide new ways for students to interact and communicate with each other (Delmas & Moore, 2019;Gurjar, 2020;Oliver, Moore, & Evans, 2017;Serembus & Murphy, 2020). However, questions remain about whether asynchronous video-based discussions in particular can address the problems students have with asynchronous text-based discussions Saçak & Kavun, 2020).…”

“…In one study, Delmas and Moore (2019) explored the use of Flipgrid in undergraduate and graduate classes and students reported that they felt that their feelings of community and connection were made stronger using Flipgrid. Additionally, the use of Flipgrid may support the development of the three presences that make up the Community of Inquiry (Gurjar, 2020;Serembus & Murphy, 2020). Flipgrid, and the asynchronous video-based discussions it supports, allow students to interact and engage with each other in ways not possible before, which can in turn help increase social presence in online courses (Green & Green, 2018;Jones-Roberts, 2018;Mahmoudi & Gronseth, 2019;Moore, 2016;Gurjar 2020;Serembus & Murphy, 2020).…”

“…Additionally, the use of Flipgrid may support the development of the three presences that make up the Community of Inquiry (Gurjar, 2020;Serembus & Murphy, 2020). Flipgrid, and the asynchronous video-based discussions it supports, allow students to interact and engage with each other in ways not possible before, which can in turn help increase social presence in online courses (Green & Green, 2018;Jones-Roberts, 2018;Mahmoudi & Gronseth, 2019;Moore, 2016;Gurjar 2020;Serembus & Murphy, 2020). In an online course, there can be feelings of isolation, and the use of video can cut that transactional distance and foster connections between students.…”