Video is great for teaching and learning, but it’s only the medium – so how do you make sure your students are getting the most out of it?
Video is everywhere – and there’s an abundance of research that demonstrates this ubiquity.
By now, the benefits of using video in learning are clear. From flipped classrooms to blended or traditional education models, using video in learning can transform the teaching experience for both educators and students alike. In fact, 93% of students agree that colleges and universities should provide lecture capture resources, and 68% of institutions said lecture capture is an important part of their plan to deliver instructional content.
But there’s a gap in how video in learning is being used. The same survey showed that only 16% of institutions deem their video capture services as “excellent.”Video is simply the medium – it’s the instruction and learning strategies that accompany it that matter.
So how do you effectively introduce video into the learning experience?
The answer is three-fold:
Capture it and Reach More Students
Adding a video element can help spice up a long and monotonous lecture, but taking it one step further and capturing an entire lecture on video can be a valuable resource for students.Capturing a lecture on video offers a higher degree of flexibility for large undergraduate classes. Students have the freedom to attend classes in person or view recordings at another time that suits their schedule. They’re better enabled to review lectures when studying or catch up on missed material.
Video provides a different, and perhaps more effective, avenue for consuming content for students who may benefit from alternative mediums, or those who are still developing learning strategies, such as time management and note-taking skills.
In order to be an effective teaching tool, however, video also needs to be able to accommodate different learning styles. A learning-focused video solution should be able to support text-based reinforcement and visual aids such as subtitles and slides for the video content.
Students should be able to not only search for the video with ease, but also within the video. For example, the text included in visual aids should be searchable so that specific topics or concepts can be quickly accessed, without having to skim through the entire video.
Make it a Conversation
It’s important to realize that one-way video lecture isn’t the be-all and end-all of video in education. To truly promote an open and collaborative learning environment, two-way communication is a must. In fact, a study found that 73% of Gen-Z students listed a web conferencing tool as one of the most helpful EdTech tools available.
Let’s back up to about 10 years ago, when online recorded lecture capture was still in its infancy. One study found that, from a student’s perspective, the most frequently-cited challenge about using video in learning was the lack of sufficient interaction opportunities with the instructor.
Perhaps in recognition of this gap, in 2014, 73% of higher education institutions reported that web conferencing was a very important issue for their IT planning over the next two to three years. Now, we’ve arrived at a time when those plans are coming to fruition.
The same holds true in the corporate learning world. A survey of employees found that 72% believe that live video has the power to transform the way they communicate at work, and that almost 70% thought the increased use of video conversations would help employee retention in the organization.
Personalize It With Video-based Feedback
Finally, a truly robust solution for education must be able to provide video-based feedback in place of, or in addition to, text-based commentary.
Why? Because students benefit from video-based feedback when it’s personalized and specific to them. They also interpret feedback as more constructive when they can see facial expressions or hear the emotion in an instructor’s voice.
There was a study conducted at an Australian university which looked at the impact of short, webcam-based videos as an alternative to the standard written feedback on assignments. The study found that 98% of student comments were “unequivocally positive about the video-based feedback,” and 91% of students liked receiving video feedback and believed it should continue.
So what does this tell us?
In order to deliver an effective learning experience using video, the ideal education-focused video solution should incorporate all three of these tools: lecture capture, two-way communication, and video feedback. And rather than leaving instructors to piece together a patchwork of different solutions that may vary from course to course, this technology should be tightly integrated with an institution’s learning management system (LMS).