Using a “Talk Show” Presentation Style to Improve Student Engagement in Virtual Lectures

Abstract

In response to the COVID-19 pandemic, Lincoln Memorial University's DeBusk College of Osteopathic Medicine, like many other institutions, transitioned to providing virtual lectures rather than face-to-face class sessions. Although there are important advantages to this format, students have difficulty staying attentive to hours of video presentations each day. Virtual sessions also present additional challenges for interactive discussion and group activities. In addition, the COVID-19 pandemic contributed to increased feelings of isolation and anxiety. To foster student engagement and provide a sense of community, we decided to deliver some lectures as a co-hosted talk show. To accomplish this, the lead presenter prepared materials including learning objectives, major content points and supplemental information, while the co-host prepared questions and comments based on high yield topics and common misconceptions. During the lecture, the primary presenter delivered most of the content with interjections, questions and comments from the co-host to emphasize key points and clarify concepts. Following the presentations, students were asked to provide feedback on the effectiveness of this delivery style. Results were mixed; although many students appreciated the dynamic and colloquial nature, others found the format distracting. We concluded that benefits of the format included: easily scalable, can be synchronous or asynchronous, doesn't rely on audience to produce questions, facilitates complementary teaching styles and provides a dynamic, casual atmosphere. Some potential drawbacks of this approach were that some students found it too casual, and that comments from the co-host were distracting. As a result of student feedback, we have begun to use this format occasionally – for review sessions for example – with greater success.