Abstract
Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students’ perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will report the results of our inquiry and implications for research and practice.
Highlights
Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions
While the development of learning management systems (LMS), various educational technologies, and approaches to designing online instruction have evolved—andÍ arguably even matured—in many ways, the typical online course today centers around the same type of asynchronous text-based discussions used over the past 30 years
The students in this study liked Flipgrid. When asked if they liked using Flipgrid, the average response was 3.17 on a 0 to 4 scale (4 = strongly agree, 0 = strongly disagree), with the majority of respondents agreeing or strongly agreeing that they liked it. When asked what they liked about using Flipgrid, some themes emerged from their responses
Summary
Asynchronous text-based discussions are still the main way that instructors and students interact in online courses today (Arend, 2009; Guo, Chen, & Hou, 2019; Maddix, 2012; Moore, 2016; Serembus & Murphy, 2020). Others have investigated how technological advances, such as asynchronous video, might provide new ways for students to interact and communicate with each other (Delmas & Moore, 2019; Gurjar, 2020; Oliver, Moore, & Evans, 2017; Serembus & Murphy, 2020). We will report the results of our inquiry and implications for future research and practice
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