Is synchronous video an equity issue?

A recent article in Inside Higher Ed tried to compile both the benefits and concerns of using synchronous video (live, scheduled Zoom sessions or similar) in online courses. When and whether to include synchronous sessions as a part of online courses has been debated for years, including in educational research.

Benefits to synchronous sessions:

Students who are able to participate in synchronous video sessions generally report being satisfied with the experience. Particularly during an emergency move to online, live video offers the comfort and familiarity of in-person class presentations, and it can also provide a chance to get real-time answers to questions. In addition, it's a way that faculty can humanize their course -- adding a bit of presence and interaction.

Challenges of synchronous sessions:

Some students will not be able to participate in live, online video sessions, for reasons including:

  • Lack of access to reliable broadband internet
  • Lack of access to updated technology
  • Lack of access to necessary accommodations (such as live captioning)
  • Lack of private or quiet space in their home or schoolwork area

In addition, particularly if video sessions are scheduled without significant advanced notice, students may not be able to participate because of other existing responsibilities.

Many of us have experienced technical difficulties in joining or participating in video meetings in the past. Even these small issues can frustrate students and heighten anxiety, particularly when they feel they are missing a chance to interact with course materials and will learn less.

What's the solution?

As mentioned in the article above, the best practices for including live video sessions are:

  • Schedule sessions only when they are the best way to provide the content or interaction.
  • Offer meaningful alternatives to the sessions beyond posting a video after the fact, such as a chat session or collaborative question-and-response document
  • Provide pre- and post-video notes that allow students to follow along with the content (similar to lecture notes or study guides); ask for student volunteers to record notes from their own point of view when possible
  • If synchronous video will be required in your course, clearly communicate the times, dates, technical requirements, and expectations for participation within the first week.
  • If synchronous attendance is required, describe completely your "late" or "absent" policy and provide means for students to make up classes missed.