This research aims to address the inherent challenges of asynchronous learning, a lack of interactivity, and learner engagement. The investigation was conducted regarding the impact of instructional design optimizing interactivity and engagement by integrating interactive online tools and instructional strategies.

This design-based research aims to tackle the inherent challenges of asynchronous learning environments, particularly focusing on the lack of interactivity and learner engagement. The study investigates the impact of optimized instructional design by integrating a range of interactive online tools and strategies, such as discussion forums, interactive reading tools, interactive video tools, and peer feedback to elevate learner engagement. The research is conducted in the context of an online teacher preparation course at a midwestern university in the United States. Asynchronous online courses offer the flexibility of time- and place-independent learning, enabling learners to pursue academic endeavors at their own pace and accommodate diverse schedules and geographical locations. However, this mode of instruction also presents significant challenges, including limited peer interaction, a lack of visual and aural cues, discussion fragmentation, and feelings of isolation and loneliness. Previous studies have highlighted these issues and emphasized the need for research to improve the quality of the online learning experience. Drawing from the experience of teaching pre-service teachers online, the researchers noted these challenges and identified a gap in the literature regarding effective course design for online teacher preparation programs. This study aims to fill this gap by employing design-based research to explore and develop strategies that enhance interactivity and engagement in asynchronous learning environments. The research questions guiding this study are: (1) How can instructional design be optimized to facilitate interactivity and engagement in asynchronous classes? (2) What is the student experience like in asynchronous classes designed to enhance interactivity and engagement? The theoretical framework for this study is based on the Community of Inquiry (CoI) framework, which comprises cognitive presence, social presence, and teaching presence. This framework supports collaborative constructivist approaches to teaching and learning, emphasizing the importance of interactive and engaging instructional design in online environments. The research follows a design-based research methodology, characterized by a systematic and iterative process of identifying instructional challenges, designing interventions, implementing them in real educational settings, and reflecting on their effectiveness. This iterative cycle continues until the identified problems are effectively addressed, providing practical solutions and insights for educators facing similar challenges. The study was conducted over three iterations. In the first iteration, an asynchronous lesson aimed at enhancing interactivity and engagement was designed and implemented. This design incorporated interactive tasks and tools, including group discussions on a Blackboard Discussion Board, collaborative reading using Kami, interactive video watching with EdPuzzle, and hands-on tasks with peer feedback via Google Docs. The first iteration revealed three emerging themes: student interactivity with peers, interactivity with materials, and student engagement in the learning process. Students generally found the asynchronous lesson effective in facilitating interaction with peers, particularly through the Blackboard Discussion Board and Kami. However, the asynchronous format resulted in time discrepancies, with some students feeling disadvantaged due to the timing of their interactions. Interactivity with materials was enhanced through tools like Kami and EdPuzzle, although some students reported confusion due to the lack of organization and clarity of instructions. Engagement in the learning process was boosted for some students, though others found the interactive tools overly familiar and less motivating. Based on these findings, several design revisions were made for the second iteration. To address time discrepancies, two deadlines were provided for tasks, allowing students to post their thoughts and provide comments at different times. Instructions were clarified and organized more effectively, using bolded fonts, bulleted points, simplified language, and manageable chunks of information. The complexity of tasks was also adjusted, providing scaffolding by starting with a poor design of slides and asking students to improve them based on multimedia principles learned in the lesson. The second iteration was implemented in the fall semester of the academic year 2023-24. Online questionnaires were used to evaluate the instructional design, focusing on peer interaction, interaction with learning materials, level of engagement, sense of responsibility, motivation, organization, and learning outcomes. Findings from the second iteration indicated that most students found the asynchronous lesson effective in facilitating interaction with peers and materials. Interactive tools like Kami and EdPuzzle were particularly noted for enhancing engagement and understanding of the content. The hands-on task helped students apply what they learned and receive meaningful peer feedback. However, some students continued to experience confusion with certain technologies and desired more time between tasks to interact with peers. These insights led to further suggestions for the third iteration, including teaching the technology in advance and spacing out task due dates to allow for continuous interaction. In the third iteration, peer feedback was valued for its constructive input, and interactive tools like Kami and Edpuzzle enhanced learning through collaboration and multiple modalities. Self-paced learning increased responsibility and motivation, although some found it challenging to stay engaged. Students appreciated the well-organized content with staggered deadlines, which facilitated reflection and reduced stress. However, face-to-face interaction was missed, and there were suggestions for better Kami integration and available support from the professor. Overall, students felt that the course was more interactive than typical asynchronous classes, contributing positively to their learning experience. In conclusion, this design-based research provides a comprehensive examination of how instructional design can be optimized to enhance interactivity and engagement in asynchronous learning environments. By iteratively refining instructional strategies and integrating interactive tools, the study offers valuable insights for educators and contributes to the discourse on online learning design. The findings underscore the importance of addressing challenges related to peer interaction, material engagement, and student motivation, ultimately aiming to improve the overall quality of the online learning experience.