Interactivity in an Asynchronous Online Classroom: You Can Do That With Google Slides?
Abstract: A background in instructional design for education causes one to continually consider and reconsider teaching practices, especially when teaching in a digital domain. Balancing instruction and presentation to meet users’ needs has long been explored in education and instructional design realms (Fleming & Levie, 1978; Winn, 2002). The model of presentation and delivery should be indicative of the audience’s needs, and online instruction is no different (Wang & Shen 2012). Grounded in the tenets of systematic instructional design (G. Morrison, Ross, J. Morrison, & Kalman, 2019), instructional message design (Fleming & Levie, 1978; Mayer & Moreno, 2002), and principles for good instruction (Chickering & Gamson, 1987) five best practices for improving interactivity in asynchronous online instruction were developed and implemented in a graduate level educational technology program. In this best practices presentation, the 5 Practices will be further explored. Participants in this session will be exposed to multiple projects, grounded in the 5 Practices and using Google Slides, that assisted in increasing interactivity within graduate-level asynchronous university courses. Likewise, results of student feedback, along with lessons learned and plans to refine activities for the future, will be shared. Discussion surrounding the use of interactive features within asynchronous online courses, aligned with the 5 Practices will be encouraged.
Presider: Sarah Prestridge, Griffith University