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Create short, three- to five-minute mini-lecture videos to complement online courses.

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Online classes tend to be text-heavy, dry, and boring. Mini-lecture videos hopefully improve student engagement and learning by investing a small amount of time and effort.

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Guo (2013) recommends:

·       Online class videos should be no longer than 6 minutes.

·         Informal videos led to greater engagement. Students engage less with formal professionally edited videos.

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Do not edit out the occasional trip over your tongue that makes you and your video authentic.

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Professors can record their comments using audio tools to provide real-time, just-in-time feedback.

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Keep your narration casual, and frequently refer to the material on the slides without just reading it word for word.

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Capture a few extra seconds of yourself smiling at the camera after you finish talking, so it will be quick and easy to cut there or fade out

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Keep the videos as individually independent as possible, so that you can reuse the videos.

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Written feedback lacks additional cues that help to orient both partners in a conversation. Vocal intonations add emphasis, empathy, or enthusiasm.

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Provide guiding questions that students can answer while viewing the mini lectures to help students actively engage with your videos

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Start with one mini video, on a concept that has always been hard to convey in your class. Next time when you teach the same class, add a couple more

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·       The audio feedback was more robust: “On average 34 words per minute were produced by spoken feedback whereas only four words per minute were written in the form of comments” (Voelkel and Mello, 2014, p. 28).

·        Cavanaugh and Song (2014) find that students had more positive perceptions of audio feedback than they did of written comments and noted that audio feedback may be particularly effective in online classes.

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Set aside half an hour at your desk and record your own content without worrying too much about high production value or perfectly polished delivery. In short, create “informal, mini videos"

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Professors can utilize scheduling tools such as Google Docs, Google Sheets, and Doodles to schedule online meetings.

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Professors can record audio or video comments directly from the grading screen of Canvas.

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Using technology to streamline grading: Professors can create LMS rubrics to swiftly evaluate student work while simultaneously providing detailed individual feedback. Students can refer to the rubrics when they receive professors’ audio feedback.

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Technology: Video-recording tools and software:

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Technology: Video-recording tools and software:

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·         Canvas

·         Zoom

·         Third-party video tools embedded within the LMS, e.g., Kaltura, Panapto

·         Free or low-cost tools available online, e.g., Screencast-o-matic (for screencasts only), Loom (for screencasts or webcam recordings)

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Darby, Flower. Small Teaching Online: Applying Learning Science in Online Classes. 2019. Available Online UA Libraries

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Using mini-lecture videos and audio feedback assumes all students can access the information in the form of video and/or audio. To accommodate the needs of diverse learners, you can provide captions, transcripts, even text-based outlines of the video or audio content.