In fully asynchronous biology courses, prerecorded videos serve as a primary mechanism for content delivery, yet the instructional impact of video structure and embedded active learning remains uncertain. Our study investigated how alternative video formats influence student learning in an introductory biology course at Oregon State University. Students engaged with one of three versions of the same instructional content: a single long video with questions consolidated at the end, a long video with questions interspersed, or a series of shorter videos each followed by a question. All formats were hosted in an Ecampus platform that supports embedded assessments and engagement analytics.
Drawing on Cognitive Load Theory, we hypothesized that distributing questions or breaking content into smaller segments might reduce extraneous load and enhance conditions for deeper learning. Conceptual learning was evaluated using established concept inventory questions and exam items aligned with course outcomes.
Our results suggest that learning outcomes in asynchronous environments are robust to variation in video segmentation and question placement, offering instructors wide latitude in selecting formats that match their teaching style or technological constraints. Ongoing work includes analysis incorporating qualitative student perspectives to deepen insight into how learners interact with asynchronous video materials.
