Video lesson
A video lesson or lecture is a video which presents educational material for a topic which is to be learned.
The format may vary. It might be a video of a teacher speaking to the camera, photographs and text about the topic or some mixture of these. The Khan Academy has been successful in teaching mathematics using notes written using Yahoo!'s doodle pad with a voiceover by Salman Khan (educator). These were then loaded onto YouTube where they have been popular and influential. Such lectures are a key part of flip teaching in which the initial work of communicating the essentials of the topic is done by the video lesson.[1][2][3]
Effects of Video Lessons on Learning
Video lessons appear to successfully build both knowledge and skills, both when swapped with or supplementing other learning on the same topic.[4] Video lessons may be effective because editing allows the teacher to better leverage both visual and aural channels.[5][6] That is, because video tends to use both moving pictures, voices, and sounds, it uses both our verbal and our visual encoding structures. By using both coding structures, it arguably lower chance that video will lead to cognitive overload than learning modes that rely on only visual information (e.g, textbooks) or audio (e.g., podcasts). Other types of multimedia that teachers use like lecture slides and teleconferences also can optimise for dual-channel presentation, but the ability to edit allows for teachers to provide more concise and coherent presentation of information, removing unhelpful irrelevant details.[7] Editing allows videos to better implement best practices of multimedia and e-learning design, such as temporal and spatial contiguity contiguity, signalling, and the modality principle.[8] Alternatively, promising ways of creating effective videos include dialogues between teacher and student, because doing so identifies and corrects misconceptions.[9]
Criticisms of Video Lessons
Critics argue video—and online learning generally—cannot replace valuable in-class student experiences.[10] For example, student-student interactivity is a strong predictor of deep student learning,[11] even when learning remotely.[12] The deepest forms of interaction cannot be implemented via student-to-video lessons.[13] The best videos can offer is 'constructive' learning by partnering video with other e-learning technologies by, for example, surrounding the video with multiple choice questions or discussion questions. Flipped classrooms and other forms of modern blended learning, therefor, tend to use videos prior to other forms of collaborative learning.
See also
References
- ^ "Flipping the classroom", The Economist, 17 Sep 2011
- ^ Diana Mehta (8 Sep 2011), "Video in the class keeps savvy students engaged", The Canadian Press
- ^ Daniel Pink (12 Sep 2010), "Flip-thinking - the new buzz word sweeping the US", The Daily Telegraph
- ^ Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris (2021-01-04). "Video Improves Learning in Higher Education: A Systematic Review". Review of Educational Research. 91 (2): 204–236. doi:10.3102/0034654321990713. ISSN 0034-6543. Retrieved 2021-07-01.
- ^ Mayer, R E (2009-01-19). Multimedia Learning (2 ed.). Cambridge University Press. ISBN 978-0-521-51412-5.
- ^ Rolfe, Vivien E; Gray, Douglas T (2011-11-01). "Are multimedia resources effective in life science education? A meta-analysis". Bioscience Education. 18 (1): 1–14. doi:10.3108/beej.18.5.
- ^ Rey, Günter Daniel (2012-12-01). "A review of research and a meta-analysis of the seductive detail effect". Educational Research Review. 7 (3): 216–237. doi:10.1016/j.edurev.2012.05.003. ISSN 1747-938X.
- ^ Mayer, R E; Moreno, R (2003-03-01). "Nine ways to reduce cognitive load in multimedia learning". Educ. Psychol. 38 (1): 43–52. doi:10.1207/S15326985EP3801_6. ISSN 0046-1520.
- ^ Chi, Michelene T. H.; Roy, Marguerite; Hausmann, Robert G. M. (2008-03-01). "Observing Tutorial Dialogues Collaboratively: Insights About Human Tutoring Effectiveness From Vicarious Learning". Cognitive Science. 32 (2): 301–341. doi:10.1080/03640210701863396. ISSN 0364-0213. Retrieved 2021-07-02.
- ^ Deming, David (2020-04-09). "Online Learning Should Return to a Supporting Role". The New York Times. ISSN 0362-4331.
- ^ Chi, M T; Wylie, R (2014). "The ICAP Framework: Linking cognitive engagement to active learning outcomes". Educ. Psychol. 49 (4): 219–243. doi:10.1080/00461520.2014.965823. ISSN 0046-1520.
- ^ Bernard, Robert M; Abrami, Philip C; Borokhovski, Eugene; Wade, C Anne; Tamim, Rana M; Surkes, Michael A; Bethel, Edward Clement (2009-09-01). "A Meta-Analysis of Three Types of Interaction Treatments in Distance Education". Rev. Educ. Res. 79 (3): 1243–1289. doi:10.3102/0034654309333844. ISSN 0034-6543.
- ^ Chi, M T; Adams, J; Bogusch, E B; Bruchok, C; Kang, S; Lancaster, M; Levy, R; Li, N; McEldoon, K L; Stump, G S; Wylie, R; Xu, D; Yaghmourian, D L (2018-06-28). "Translating the ICAP Theory of Cognitive Engagement Into Practice". Cogn. Sci. 42 (6): 1777–1832. doi:10.1111/cogs.12626. ISSN 0364-0213.