The COVID-19 pandemic has forced instructors to adapt courses to fully online delivery, including asynchronous formats. In their own asynchronous courses, the researchers aimed to move beyond emergency remote teaching in two ways. First, they endeavored to create video materials that could be reused in future incarnations of the courses as flipped learning. Second, they developed four design principles for video-based asynchronous content courses based on previous research (e.g., Guo, Kim, & Rubin, 2014) and learning theory (e.g., Brame, 2016; Krashen, 1987) to encourage student engagement and learning. These principles include recommendations for video length, instructor presence, content, and technical quality.

The presenters will first explain the principles for designing video-based asynchronous content courses and how they implemented them in two English-medium content courses for undergraduate students at a Japanese university. Next, they will discuss the conversion of the asynchronous courses to flipped learning. The conversion requires developing new content to be used in the face-to-face (or synchronous online) classroom. Finally, the presenters will share the preliminary results of an ongoing investigation into the effectiveness of the flipped course materials based on pre-semester and weekly student questionnaires. The presentation will conclude with a discussion of how the courses and the study can be improved in the future.