Engaging the online biochemistry student in asynchronous, flexible learning activities

Functional Proteins and Genes is a second-year biochemistry unit (subject) delivered across three campuses of Western Sydney University (WSU) to approximately 500 students from diverse courses including Zoology, Medical Science and Nutrition and Food Science. The learning activities are typically faceto-face lectures, laboratory sessions and workshops, which align with the popular 'Absorb" Do" Connect' formula of William Horton, lending itself to ease in transitioning to online teaching (1). With COVID-19 restrictions, the teaching team decided to move from completely synchronous to near fully asynchronous by providing online activities designed to inform students (i.e. Absorb). This included pre-recorded lectures, practical demonstrations and feedback workshops (Fig. 1A). The learning flexibility and autonomy, which is a characteristic of this approach, can be beneficial for some students, where asynchronous study inherently requires reflective practice to promote deep learning (2,3). However, it is well recognised this can lead to significant transactional distance, which is heightened given the rapid, unscaffolded, move online (4).