In the mid-1990s, college faculty members were introduced to the concept of classroom assessment techniques (CATs) by Angelo and Cross (1993). These formative assessment strategies were learner-centered, teacher-directed ongoing activities that were rooted in good teaching practice. They were designed to provide relatively quick and useful feedback to the faculty member about what students did and did not understand in order to enhance the teaching and learning process.
In the online classroom, faculty work hard to engage their distance learners and build a strong sense of academic community in the electronic setting. Screencasting can be an effective and easy way to do this. Screencasting allows you to take a digital video of what you are doing on your computer desktop, and most screencasting tools allow you to narrate your video while recording. The possible uses for screencasting are endless; these include providing course orientations, delivering instructional lectures, providing feedback, and encouraging student sharing.