Asynchronous online (on-demand) video lectures have various advantages for students, but student engagement with this format often fails. Viewing a traditional 50+ minute lecture online is exhausting for students. Many simply stop watching and those that continue will attempt to brute force viewing at x2 speed. Comprehension suffers as much as the motivation to learn. Yet you can circumvent

Students quickly disengage in a traditional lecture when the one-way delivery of content requires passive digestion by note-taking students. An alternative approach is to return to the chalk board and prompt students to actively reflect on content as you convey it through a technique I call ‘Lecture Pictionary’. 

The method has three advantages: 

1. It forces the

Online, asynchronous learning offers students the greatest flexibility: it allows delivery of content on-demand and irrespective of where a student happens to be. The key to success for this online format, paradoxically it seems, is to encapsulate this flexibility with structure. Without structure, a student’s self-regulation, motivation and engagement with the course flounders. Providing