Leveraging Video for Student Success
Benefits of Using Video:
Frees up face-to-face time for more meaningful and authentic learning activities
When study group meetings are spent delivering lectures, there is rarely enough time to also engage in constructive learning activities. By creating or using video, students become familiar with or learn material before attending a face-to-face meeting. This strategy frees valuable time to engage in problem solving with the support of the faculty member (Kay, 2012).
Zhang et. al (2005) reports that the playback controls of online video allow students to repeat content or review demonstrations as many times as they need until they feel they have mastered the content. Additionally, when watching video is compared to reading, video presents visual and auditory information simultaneously. Research suggests this can decrease cognitive load by avoiding the split attention effect. (Kalyuga, Chandler & Sweller, 1999, Atkinson, Derry, Renkl & Wortham, 2000).
Decrease transactional distance by creating connections
Distributed courses combined with an online learning environment can lead to impersonal relationships between mentors and students. Video has the power to decrease the perceived transactional distance when faculty record personal messages or greetings intended for students and when students present videos of themselves in a course. Witnessing vocal inflections, personality nuances, and an individual's face contribute to a fostering of social presence (Wheeler, 2005).
ESC Mentor Spotlight
“There are some concepts where I feel I need a little more time to explain them to students. Or I want to do it in a way that is perhaps a little more nuanced then if I were to have a written explanation posted in the online course. This is when I use the voice-over screen-recording. LEARNscape gives me flexibility and allows me to have multiple ways that I can communicate to students.” – Sue Epstein, Ph.D.
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional
principles from the worked examples research. Review of educational research, 70(2), 181-214.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia
instruction. Applied Cognitive Psychology, 13(4), 351-371.
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the
literature. Computers in Human Behavior, 28(3), 820-831.
Wheeler, S. (2005). Creating social presence in digital learning environments: A presence of mind.
University of Plymouth.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the
impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.