Offer lectures both live (synchronously) and as posted recordings so students with connectivity, work, or time-zone constraints are not disadvantaged¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

During the spring 2020 shift, case study institutions commonly built in options by delivering the same lecture in real time and as an asynchronous recording. The report states that "Building in options by offering lectures both in real time and as recordings posted online emerged as a common strategy at the case study institutions," motivated by equity concerns for students lacking devices, broadband, or availability during scheduled class hours.

Design Implications¶

Context¶

Requirements¶

• Recording capability and a platform for posting lecture recordings alongside any live session

Constraints¶

• Some institutions mandated fully asynchronous remote instruction, concerned about students without adequate devices, broadband, or matching time zones

Target Learners¶

• Undergraduate students in STEM courses, including those with limited internet connectivity or work and family obligations

Target Learning Goals¶

• Continued participation and learning in STEM gateway courses during disruptions to campus-based teaching

Claims¶

• Roughly 30 percent of U.S. students (15 to 16 million) lacked adequate internet or device access in late 2020, with rural, Native American, Black, and Latino students disproportionately affected [+W]

Related Strategies¶

• Pre-recording Instructional Videos
• Virtual Flipped Classroom
• Offer course lectures both live and as posted recordings to balance equity of access with schedule and accountability

Examples¶

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Key Sources¶

• Lb