|
Abstract:
|
Online learning has taken on a renewed importance over the last year and has posed a challenge to instructors looking to adapt to the format. Asynchronous online courses are popular as they allow for flexibility in scheduling of students and faculty. However, this format provides another layer of complexity as it does not easily allow for student-to-instructor and student-to-student interactions. One specific type of course content that is challenged by the asynchronous format is the student presentation. We propose the combined use of a video recording platform and online discussion boards to allow for students to present to their peers and receive and respond to peer reviews. An example implementation will be discussed from course projects in an advanced statistics course for public health students. Students presented their projects, received and gave peer reviews, and responded to peer reviews of their presentations within a single week of the course. We conclude that students can still get the benefit of presenting and responding to audience questions, as well as provide timely peer reviews, in an asynchronous online format.
|
