A constant challenge with online courses is verifying that students are doing their own work. Even with AI-detection or plagiarism software, this concern never fully goes away. So, take text out of the equation. Instead of a written lab report, ask students to present their findings and analysis to you in a video. I’m not talking about voice over a slide deck, but direct-to-camera delivery, all in one take – as if they were presenting to you in person. Videos are easily shared as a link generated from a private YouTube account or a cloud platform like Google Drive.
Just as you or I would prepare for a presentation with talking points or a script, students will also need to prepare their thoughts in advance. And yes, there will be students who take this opportunity to let AI do the heavy lifting. But you’ll notice very quickly that students are much more comfortable presenting their own words and ideas than those given them by ChatGPT.
Video not only reveals the ill-prepared, but it also facilitates a greater connection between you and your students, especially if you pair these assignments with some videos of your own.
Whether you use video assignments or not, video can still be a tool in your teaching toolbox. Remember that the authenticity this medium gives to students’ work also applies to you. You may already be leveraging videos in a get-to-know-you module or weekly updates; but have you considered giving students feedback through videos? Dr. Tonya Jackson-Lopez has implemented video feedback with her students at Mohave Community College. She says, “If the feedback needs to be a little bit more constructive or if it needs to be a little harsh…it’s very different when it’s coming from someone’s face. Whereas when you read the dreaded red pen comments on things it can feel like an attack. But I’ve noticed that students don’t take constructive criticism in that way when it comes in the video format.”
Now, you’re probably thinking this is going to be a time-consuming exercise. But Dr. Jackson-Lopez says that giving video feedback actually makes her grading easier: “Video feedback is also much faster for me. I was always concerned on how my students would take advice…I’m always worried about tone, or they think I’m being too harsh. And because I’m not worried about that anymore, it’s much, much quicker and it saves me a ton of time.”
So, if you’re looking to give your course a facelift in 2026, I submit the humble video for your consideration. Not because online learning needs more technology, but because it needs more humanity. Our faces, our voices. Asynchronous shouldn’t mean anonymous.
