Engaging the Online Student: Instructor-Created Video Content For the Online Classroom

Science teacher as classroom manager in online classes

“…They also provide positive and constructive feedback and give the latter the chance to ask or raise concerns, which effectively builds community and trust within the virtual class [31], [32]. Video conferencing with parents also reinforces this community-building with students and parents [31], [33]. Thus, virtual classroom management involves the teachers' part and the help of parents and other stakeholders in providing positive dealings during online Science classes.…”

Effect of Video Announcements on Instructor Presence and Student Engagement in the Graduate Online Classroom

“…The use of online learning continues to grow because of its convenience for both the student and faculty, because of its ability to reach students without boundary or time constraints, and because it allows students to engage in a more personalized and tailored learning experience (Cicco, 2011;Collis, 1998;Gray & DiLoreto, 2016;Legon et al, 2020;O'Shea et al, 2015). In addition, online learning offers financial savings to administrators as there is no need for brick-and-mortar classroom space and to students and faculty because there is little to no commuting (Micheal, 2012;Underdown & Martin, 2016). Recent literature suggests that many institutions are creating new programs using online learning platforms with the goal of growth and revenue generation (Legon et al, 2020).…”

“…Though the advantages of the online learning GRAND CANYON UNIVERSITY environments are many, there are also several disadvantages, including lack of instructor presence and student engagement (Draus et al, 2014;Underdown & Martin, 2016), a sense of isolation and decreased performance by students (Martin & Bolliger, 2018;Underdown & Martin, 2018), and decreased learner interaction and increased disconnect (Byrd, 2016;Gray & DiLoreto, 2016). For the purpose of this study, lack of instructor presence and low levels of student engagement were explored (Draus et al, 2014;Underdown & Martin, 2016). As such, the remainder of the introduction focuses on these two key issues as raised in the literature.…”

“…Technology-based methods of interaction show promise as a means to increase instructor presence, student-to-instructor interaction, and student engagement in the online classroom. Common technology-based methods include the use of instructor-created video content (Underdown & Martin, 2016) and instructor-personalized audio lectures (Steele et al, 2018). Underdown and Martin (2016) recommended a variety of strategies to incorporate instructor-created video content into courses, some of which include creating a Welcome to Class video, an overview of the syllabus, a weekly overview of the course requirements and content, and/or offering embedded feedback videos that address common issues and areas of concern with student assignments.…”

“…Common technology-based methods include the use of instructor-created video content (Underdown & Martin, 2016) and instructor-personalized audio lectures (Steele et al, 2018). Underdown and Martin (2016) recommended a variety of strategies to incorporate instructor-created video content into courses, some of which include creating a Welcome to Class video, an overview of the syllabus, a weekly overview of the course requirements and content, and/or offering embedded feedback videos that address common issues and areas of concern with student assignments. Other technology-based methods of instruction include the use of carefully selected audio-visual tools and interactive course tools that provide the ability for two-way communication and input (Cicco, 2011) and offer live synchronous sessions or use of social media GRAND CANYON UNIVERSITY such as Twitter and Facebook (Banna et al, 2015).…”