Bringing Online Lectures to Life: How Timeline-Anchored Comments Transform Asynchronous Learning

By Xi Lin

Asynchronous online learning is valuable for busy adult learners juggling full-time jobs, family obligations, and coursework. But let’s face it: staring at a screen alone, watching a lecture without any interaction, can make the most fascinating topic feel like watching paint dry. The real challenge? Fostering meaningful interaction in a space designed for flexibility, but not necessarily engagement.

Enter a game-changer from East Asia’s entertainment playbook: the Video Timeline-Anchored Comment (VTC) tool. Known in anime circles as danmaku (see Figure 1), this feature enables viewers to post comments tied to specific moments in a video, creating an experience that feels almost live. In one study, Lin et al. (2024) explored how this tool reshaped the way students interacted in asynchronous adult education courses.

Figure 1. Screenshot of a danmaku-commented episode.

The Problem: Asynchronous Isolation

Traditional asynchronous classes, with their text-based discussion boards and delayed responses, often leave learners feeling like they’re shouting into a void. Adult learners who are experienced, reflective, but time-strapped, need more than static screens and perfunctory posts. They crave connection, immediacy, and interaction, but the structure of asynchronous education often fails to deliver.

 

A “Live” Experience, Anytime

The VTC tool used in the study allowed students to comment directly on specific moments in instructional videos hosted on Canvas Studio. These comments, which appear like little chat bubbles, made it possible to ask questions, offer insights, and share thoughts right where the learning occurred. See Figure 2, or you can access an example here: https://youtu.be/5w3zh-vbV1A 

Figure 2. Using the VTC in Canvas Studio.

A. Comments made at 6:35 of the video jumped out at the right corner of the screen.

B. When clicking the bubble, Canvas Studio directs the viewers to the full remarks.

C. When clicking the time (i.e., 6:35), Canvas Studio directs the viewers to the video where the specific comment was made.

 

Students described the experience as “feeling like we’re all in the same room,” even though they weren’t. One learner summed it up perfectly: “Online asynchronous instruction can be lonely at times. Having the instructor commenting in the video helps you feel more like a participant in a class and not the sole learner.”

 

What Changed?

Lin et al. (2024) observed four major shifts in student behavior and experience:

• From Passive to Active: Instead of merely consuming content, students actively engaged with it. Questions and comments sparked mid-video reflection and dialogue.
• From Isolated to Connected: Students no longer felt alone. “It made it seem like we are all sitting in the same room having a conversation,” one said.
• From Distracted to Focused: The dynamic commenting kept students alert and engaged—no more zoning out during long lectures.
• From Surface-Level to Deep Learning: By discussing key moments as they occurred, students gained clarity, different perspectives, and a deeper understanding of the content.

 

Instructor as Facilitator, Not a Lecturer

The instructor’s role was key but not dominating. They offered tech support (like how to use Canvas Studio’s VTC function), moderated discussions, and chimed in to deepen content engagement. Most importantly, they created space for students to lead, present, and teach, thus empowering learners as co-creators of knowledge.

 

Implementation Tips for Educators

Consider trying this out in your online course. Lin et al. (2024) offer some practical advice:

• Choose the Right Tools: Platforms like Canvas Studio support timeline-anchored commenting. Get familiar with its features first.
• Make It Intentional: Tie comments to learning goals. Ask students to post questions, insights, or clarify misunderstandings at key moments.
• Train for Success: Not all students are tech-savvy. Offer demos, how-to guides, and examples of quality comments.
• Encourage Dialogue: Require students to respond to each other’s comments to foster deeper interaction.
• Reflect and Adjust: Gather feedback and be open to making adjustments based on students’ preferences and technical comfort.

 

Final Thoughts: Small Tool, Big Impact

The VTC tool is more than a flashy feature. It is a bridge between isolated learners and a thriving online learning community. A bridge between content and cognition. And most importantly, a bridge between asynchronous convenience and synchronous-like engagement.

The next time you prepare an online lecture or discussion, consider incorporating a layer of real-time (or pseudo-real-time) interaction. It might just turn your virtual class into a vibrant learning community—one comment bubble at a time.

 

Reference

Lin, X., Sun, Q., & Zhang, X. (2024). Increasing student online interactions: Applying the video timeline-anchored comment (VTC) tool to asynchronous online video discussions. International Journal of Human–Computer Interaction, 40(19), 5910-5922. https://doi.org/10.1080/10447318.2023.2247554