Basinger, K. L., & Alvarado, D., & Ortega, A. V., & Hartless, D. G., & Lahijanian, B., & Alvarado, M. M. (2021, July), Creating ACTIVE Learning in an Online Environment  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36870

\bibitem{asee_peer_36870}
  Basinger, K. L., \& Alvarado, D., \& Ortega, A. V., \& Hartless, D. G., \& Lahijanian, B., \& Alvarado, M. M. (2021, July), \emph{Creating ACTIVE Learning in an Online Environment}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36870

Katie Leanne Basinger, Diego Alvarado, Ariana Virginia Ortega, Daniel G Hartless, Behshad Lahijanian, and Michelle M. Alvarado.  "Creating ACTIVE Learning in an Online Environment".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36870 Internet.  15 Dec, 2024

\bibitem{asee_peer_36870}
  Katie Leanne Basinger, Diego Alvarado, Ariana Virginia Ortega, Daniel G Hartless, Behshad Lahijanian, and Michelle M. Alvarado.
  "Creating ACTIVE Learning in an Online Environment".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36870 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_36870
author = "Katie Leanne Basinger, Diego Alvarado, Ariana Virginia Ortega, Daniel G Hartless, Behshad Lahijanian, and Michelle M. Alvarado"
title = "Creating ACTIVE Learning in an Online Environment"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36870}
number = {10.18260/1-2--36870}
}

TY  - CPAPER
AB  - Generation-Z (Gen-Z) students represent the majority of students in higher education courses today. They are digital natives who are efficient multi-taskers across multiple devices. Gen-Z’s consistent exposure to multiple incoming channels presents new challenges and opportunities for course delivery. Gen-Z students crave multiple learning opportunities and often turn to outside video resources for education and entertainment. Flipped classrooms and asynchronous learning utilize recorded videos, which are often well-received by Gen-Z. However, previous studies have shown that passive learning videos with stagnant quizzes do not affect learning outcomes or change students’ perception of learning. Consequently, we conduct a systematic investigation of video platforms that enable active learning interventions with clickable content and exercises to provide real-time feedback to students during virtual video lectures. We investigated several platforms to measure their aptitude for offering active learning opportunities.  We developed a comparison using a preference matrix with four main criteria: cost, interactivity, learning management system (LMS) integration, and data analytics. Additionally, we awarded bonus points to platforms that offered extra features outside of the main requirements (e.g., discussion threads within the video). We explored 53 highly-ranked and popular video platforms websites and participated in interactive demos for the top 11 contenders. This paper highlights the pros/cons and capabilities of the platforms for providing active learning opportunities. Online material development is more critical than ever as instructors at all levels of education are now creating online material due to the COVID-19 global pandemic. We anticipate that many instructors will continue to use variations of the online delivery methods after the pandemic.
AU  - Katie Leanne Basinger
AU  - Diego Alvarado
AU  - Ariana Virginia Ortega
AU  - Daniel G Hartless
AU  - Behshad Lahijanian
AU  - Michelle M. Alvarado
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Creating ACTIVE Learning in an Online Environment
UR  - https://peer.asee.org/36870
DO  - 10.18260/1-2--36870
ER  -