Creating ACTIVE Learning in an Online Environment

ABSTRACT

This evidence-based practice paper describes a method for evaluating video platforms for development of active videos for Generation-Z (Gen-Z). These students represent the majority of students in higher education courses today. They are digital natives who are efficient multi-taskers across multiple devices. Gen-Z's consistent exposure to multiple incoming channels presents new challenges and opportunities for course delivery. Gen-Z students crave various learning opportunities and often turn to outside video resources for education and entertainment. Flipped classrooms and asynchronous learning utilize recorded videos, which are often well-received by Gen-Z. However, previous studies have shown that passive learning videos with stagnant quizzes may not affect learning outcomes or change students' perception of learning [1]. Consequently, we conduct a systematic investigation of video platforms that enable active learning interventions with clickable content and exercises to provide real-time feedback to students during virtual video lectures. We investigate several platforms to measure their aptitude for offering active learning opportunities. We develop a preference matrix with four main criteria cost, interactivity, learning management system (LMS) integration, and data analytics. We explore 53 highly ranked and popular video platforms and participate in interactive demos for the top 11 contenders. This paper highlights the pros/cons and capabilities of platforms instructors should consider when developing active learning video lectures as well as how instructors can incorporate these tools into their online video lecture development. This is not a marketing tool for a specific platform but instead a review for how to identify the appropriate tool for a specific instructor's needs. Online material development is more critical than ever as instructors at all levels of education are now creating online material due to the COVID-19 global pandemic. © American Society for Engineering Education, 2021