ABSTRACT
The COVID-19 pandemic resulted in implementation of a wide variety of technological tools to facilitate classroom instruction. However, the accelerated implementation timeline provided limited opportunities for evaluating the effectiveness of the various approaches. Here, we report on our use of three tools designed to enhance student participation in a hybrid teaching environment in order to identify tools suitable for adoption in "back to normal" classroom settings. Prerecorded lectures were presented in a flipped-classroom format using VoiceThread, a platform that allows for asynchronous content delivery and feedback. In-classroom instruction included a second instructor moderating a live stream learning management system (LMS) chat accessible to students who were not physically present in the classroom. Lastly, group texting via GroupMe was used to provide rapid feedback outside of the classroom. Student engagement was evaluated via application usage analytics, and students provided input on technology use in an end-of-semester survey. Students had a generally favorable view of the technology implementation in the course, especially those who identified as being comfortable with technology. In general, student engagement with course content decreased throughout the semester. A noticeable shift in the nature of communication from course logistics to course material was observed as the semester progressed. Our analysis suggests that incorporating technological approaches to facilitate increased student-teacher interactions can be beneficial and should be considered in "back to normal" instruction. Technology use may be improved with better on-boarding for students who are less comfortable with technology and instituting approaches that encourage a more sustained engagement throughout the duration of the course.