A design-based research (DBR) approach was undertaken, integrating empirical research with learning environment design. DBR’s iterative cycles of analysis, design, development, and application aim to develop context-based principles and theories (Şanal, 2023).

Design goals were:

1. Embed high-quality active learning experiences for asynchronous engagement
2. Enable active participation through engagement with content and connection to colleagues
3. Explore innovative technologies to support these goals

Data was collected through technology analytics and two student surveys at course conclusion. Five courses were delivered – three in late 2021 and two in late 2023.

Context

Courses were part of a postgraduate Masters of Learning and Teaching program. All students studied online for 10-13 weeks:

• Course A: Arts and Technologies curriculum for Primary educators (46 students)
• Course B: STEM pedagogy for Secondary schools – removed synchronous tutorials, replaced with VoiceThread activities (35 students)
• Course C: Learning technologies in Secondary schools – redesigned with VoiceThread activities (38 students)
• Course D: Child development theories – introduced learning technologies to support participation (52 students)
• Course E: Capstone course for beginning teachers – enhanced video quality and included VoiceThread (81 students)

Participants

Participants were 252 postgraduate students. 75 (30%) completed the bespoke survey and 52 (21%) completed the university feedback survey. Demographics were predominantly female from the university’s local geographical catchment.

Data Collection and Analysis

Data was gathered from learning analytics (Moodle Books/Lessons, VoiceThread, forums, video) and surveys. Mixed methods provided multiple perspectives on asynchronous engagement. Analytics showed participation time, while surveys captured student perceptions about engagement and connection.