Bee Hong Soo
Singapore Polytechnic, SingaporePosition –
Specialist (Teaching & Learning)Title –
This paper presents the implementation of asynchronous lectures in the School of Electrical and Electronic Engineering (SEEE) at Singapore Polytechnic. The COVID-19 pandemic in 2020 has led to a sudden shift from traditional in-person lectures to fully asynchronous online lectures in the school. Guidelines were established for staff in developing such content to ensure consistency in the development, which emphasizes segmenting learning content into bite-sized videos, along with generative activities such as knowledge check questions and Self-Reflective Quizzes. The development of asynchronous lectures adheres to the basic principles of multimedia learning for students. These contents were progressively enhanced with multimedia and interactive elements such as animated graphics and interactive hotspots. However, such enhancements were often resource intensive. Thus, it was necessary to understand how the students perceive the created asynchronous lectures and which aspects they prefer that were beneficial for their learning experience to guide further development. To determine the effectiveness of these lectures and identify areas for improvement, SEEE conducted a survey in May 2022, which received 1214 responses from the students across all three years of the four diplomas in the school. Analysis was performed on the data stratified via the students' preferred mode of lecture delivery. The results of the study revealed that students found generative activities such as knowledge checks questions and Self-Reflective Quizzes beneficial to their learning; they also preferred short videos. Students also expressed the desire for the lecturer's "social presence" in the asynchronous lectures and the importance of having their questions answered during the learning process. The study also looked at the impact of the change in the delivery mode on the student performance. The results suggest improvements in the existing asynchronous lectures and their further developments. The paper offers recommendations for creating engaging asynchronous lectures that meet the needs of the students while considering the limited resources of the school's teaching staff.