Introduction

This Teaching-as-Research (TAR) project examined how replacing traditional weekly response papers with student-created video presentations affected student engagement, understanding of course material, workload perception, and accessibility in an asynchronous online course. The project was conducted in Introduction to Political Islam, an undergraduate-level asynchronous online course taught multiple times previously using a more traditional written-response format.

In earlier versions of the course, students completed weekly response papers to demonstrate engagement with readings and media materials. While this format ensured accountability and content coverage, it often produced repetitive work and uneven intellectual engagement. Many students appeared to complete assignments primarily for compliance rather than deeper interaction with the material.

To address these concerns, the course was redesigned around peer teaching through short recorded presentations. Instead of writing weekly response papers, each student became responsible for explaining and analyzing one assigned reading or media source for the class. The redesign aimed to make the course more interactive, distribute labor more effectively, and provide students with more flexible and accessible ways of engaging with course materials.

This project was informed by scholarship on active learning and student-generated instructional content. Research suggests that when students create educational materials themselves, they shift from passive consumers of information to active participants in the learning process. Campbell, Heller, and Pulse (2020) found that student-created videos increased students’ perceived knowledge, engagement, and self-efficacy. Similarly, Ben Hassen et al. (2025) argued that peer-generated explanations can enhance motivation and accessibility because students often communicate concepts in more relatable ways. Box, Gallardo-Williams, and Paye (2024) further suggested that peer explanations may reduce cognitive load by presenting material through a more familiar conceptual framework. Because asynchronous online courses frequently struggle with low participation and student fatigue, this project explored whether peer teaching could provide a practical alternative to assignment-heavy course structures while maintaining rigor and improving student learning experiences.

Discussion / Lessons Learned

One of the most successful aspects of the redesign was the shift from passive assignment completion toward active participation and peer teaching. Students appeared more engaged when they were responsible not only for consuming information but also for explaining it to others.

The project also demonstrated that asynchronous courses do not necessarily need to rely heavily on repetitive written assignments to maintain rigor and accountability. Student-generated presentations provided an alternative model that preserved content engagement while potentially reducing student fatigue.

At the same time, the project revealed several challenges:

• Variation in presentation quality

• Uneven student participation

• The need for clearer presentation guidelines and expectations

• Balancing flexibility with accountability in asynchronous environments

One particularly important lesson was the value of peer relatability. Students often described peer explanations as easier to follow because classmates tended to explain concepts in more accessible language and examples.

Conducting this TAR project also changed how I think about course design more broadly. I became more interested in creating learning environments where students actively contribute to the instructional process rather than simply respond to instructor-generated assignments.

In the future, I hope to continue exploring:

• Peer teaching models

• Student-generated instructional content

• Hybrid approaches combining written and video-based assignments

• Strategies for sustaining engagement in asynchronous online courses

This project reinforced the importance of designing courses that are rigorous while also sustainable, interactive, and accessible for students.