Finding flow: unpacking the capacity of in-lecture question activities to engage online students

ABSTRACT

Maintaining student engagement in online and recorded lectures is a challenging aspect of higher education. In light of this, active learning through in-lecture question activities was investigated using a pre-teaching focus group (n = 12) and student evaluations (n = 43) after an in-class trial. Data analysis was underpinned by flow theory, which can explain student engagement and immersion with content and activities. The key findings included: (1) students’ preference for familiar technology platforms; (2) students desired more engagement in their lectures both internally and online; and (3) in-lecture questions had to be matched with quality content to ensure the highest chance of flow and student engagement. Thematic analysis suggested engagement may have been related to key aspects of flow such as immediate feedback, and matching challenges to skill levels. Overall, learning designers and educational technologists should be used to ensure in-lecture question activity introductions work within current institutional platforms and pedagogies such as active learning.

KEYWORDS:

• Mobile learning
• lecture capture
• andragogy
• clickers
• student response systems

Acknowledgments

The authors wish to thank all participants across the study and representatives from the technology platforms which organised free trials and help around analytics.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded through a Charles Sturt University Umagine Innovation grant internal funding programme (uImagine).

Notes on contributors

Nathan G. Miles

Nathan G. Miles is a scientist with the Department of Regional NSW and an adjunct lecturer with Charles Sturt University in the Division of Learning and Teaching. He is currently involved in a range of environmental-based research projects that integrate stakeholder engagement, science education and communication.

Kerri Hicks

Kerri Hicks is a senior educational designer in the Division of Learning and Teaching at Charles Sturt University.

Kim Nelson

Kim Nelson is a senior lecturer in Tourism and Hospitality at Torrens University, Australia. She is currently involved with developing online curriculum and moderation across a range of courses.

Michael A. Cahill

Michael A. Cahill is an experienced researcher and lecturer in biochemistry and cell biology with over 30 years’ experience in Australia and overseas.

Christopher J. Scott

Christopher J. Scott is a senior lecturer in physiology at Charles Sturt University, teaching in human anatomy & physiology, and pathophysiology at foundational and advanced levels, as well as training research students.

George K. John

George K. John has a broad experience of more than 25 years in Africa, Asia and Australia, teaching pharmacy and medical science graduates.