Enhancing Asynchronous RN to BSN Online Instructor-Learner Engagement Using Video-Recorded Assignment Directions: A Descriptive Study

Online instructors who convey a personable, enthusiastic class presence promote student engagement for learning (Foronda, 2014). Teaching strategies that use technology are especially important in asynchronous online programs (Quality Matters Standards, 2014) where access to course content must be deliverable 24-hours a day. In this descriptive study, instructor-to-student interactions are assessed before and after four (4) narrated video assignment directions are embedded in an online RN to BSN course.

Leaners enjoy the flexibility and accessibility of the online environment (Parsh, 2016). Asynchronous online courses are designed so learners do not need to be present at a particular time for 'class lectures' Time zones do not impact an online course's availability. Yet, returning RN-to-BSN learners, many new to the online environment, feel anxious and disconnected from their peers and instructor (Button, 2014) while sitting alone with a computer screen. Many have self-doubt that their assignment understanding aligns with the instructor’s expectation (Fisher, 2014).

Technology is available today to increase personalized instructor presence in fully online asynchronous RN to BSN courses (Fisher, 2014). Specifically in this study, Camtasia © video software was used to produce four short (< 10-minute) instructor-narrated videos introducing assignment directions. The learner can view these screen-capture videos limitlessly, which is especially important to those who learn visually and benefit from repetition (Holland, 2013).

This study looked at 131 learners’ questions in two (2) terms of a Public Health Nursing course. Instructor-narrated videos were not used in one course, and were embedded in the second course. Results show that the proportion of learners’ course questions was reduced by 34% with video intervention (Z value = 3.8; p < 0.001).

Qualitative data reveal that videos give learners a more personable connection to the instructor by seeing and hearing the instructor on screen-capture videos. Learners, overall, approve of the 24-hour access that videos provide to demonstrate website navigations and assignment examples.

Conclusion: This study indicates that using technology for instructor-narrated videos promotes instructor-to-learner engagement. Access to both written and video directions provides learners multi-modal instruction, as evidenced by the decrease in course questions. Around-the-clock video accessibility is especially important for RN learners everywhere who have unpredictable work schedules. Another important, unforeseen benefit was that instructor time was freed-up for other constructive course interactions.