Abstract—This paper reports on asynchronous peer teaching
in which learners create multimodal explanations or tutorials
for future cohorts. Japanese learners of English work
individually or in teams to produce video and audio
explanations. Multimodal explanations that meet the quality
requirements are uploaded to the respective course websites
housed on the university server. The aim is that student
audio-visual developers learn during the creation process and
student users learn from the multimodal resources developed.
Each year a new cohort of students makes a new set of
explanations. The mean quality of the multimodal explanations
increases annually as the less useful or less popular video and
audio files are replaced. This creates a continuous cycle of
Index Terms—Digital artefacts, incremental improvement, materials development, multimodality, peer teaching, video production.
John Blake is with the University of Aizu, Aizuwakamatsu, Japan (e-mail: email@example.com).
Cite: John Blake, "Asynchronous Peer Teaching Using Student-Created Multimodal Materials," International Journal of Information and Education Technology vol. 11, no. 6, pp. 286-291, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).