Well, in the interactive learning activity, students will engage in the following interactions:

  1. Express their views and prioritize healthcare economic challenges in an online voting or questionnaire.
  2. Discuss and analyze the advantages, disadvantages, and impacts of different policies in a group discussion or online forum.
  3. Modelling the positions and decision-making processes of different stakeholders in case studies and role-playing activities.

Then, speaking of the learner-generated to the video, the following activities are suggested for students to do after the interactive learning:

  1. Make study notes summarizing the main ideas, concepts, and discussion results.
  2. Complete individual or group assignments, such as writing papers, designing policy proposals, etc.
  3. Participate in online discussion forums or blogs to share and exchange personal healthcare experiences with other learners.

These interactions require students to actively participate, think and express their own opinions, understandings, and decisions. So that helps students further develop their understanding of the healthcare economy, critical thinking, and writing skills (Behaviorism & Constructivism). Referring to how students get feedback, students can submit assignments and papers to the instructor and receive feedback through a specific online platform or email. Meanwhile, instructors can communicate and interact with students using mediums such as online discussion forums, instant messaging, or video conferencing. Furthermore, the activity may require a certain amount of work, including preparing instructional materials, designing interactive content, and assessing student work. However, the work is manageable and worthwhile as it promotes student engagement and learning outcomes by providing targeted learning experiences. What is more important that to ensure an inclusive design and to address potential barriers to learners’ use of video resources, the following measures could be considered:

  1. Make video resources available in multiple formats, such as subtitles, downloadable video files, and printable text transcripts.
  2. Add subtitles to video resources to support comprehension for learners with hearing impairments. In addition, translated versions are available in multiple languages to meet the needs of non-native learners.
  3. Allows learners to adjust the playback speed of video resources.