The Oxford Dictionary (2017) defines retention as the ability to retain facts, ideas, or thoughts in one’s memory. Various pedagogical methods have been used in academia and online learning environments in an attempt to help improve retention. Some of the more traditional methods that have shown to increase retention and stimulate semantic or working memory and includes mind mapping, question style strategies, role-playing, summarizing, and paraphrasing (Sprenger, 1999).
The gradual evolution of the digital age has introduced a newer method of education in the field of academia and has paved the way for the use of online learning environments, instant access to information, cloud computing, and on-demand digital video as tools used to educate the masses (OECD, 2015).
The use of digital video as a learning tool, both in academia and in public life, has grown exponentially over the past 20 years. With increased bandwidth, computing power, and mobile computing, the average user may now access a motion video online file on just about any topic at any time. Digital lecture-style videos have evolved into a series of sub-categories that include talking head, slideshow, writing hand and demonstration (Ram & Chaudhuri, 2012).
Along with the increase in popularity of digital video, so too has the number of curated video libraries (CVL). Some of these libraries include Vimeo, Youtube, and Wikimedia. The focus of my research is the modality entitled Lynda.com. Lynda.com is an online subscription-based video tutorial and an educational system that offers over 6500 courses and 212,000 plus videos. This CVL has a growing user base that now includes universities, colleges, and governmental subscribers (Lynda.com, 2018). From my viewpoint and hands-on experience as a professor, I have always been curious about one question when it comes to video-based education. Has learner’s level of retention of information increased over the past 20 years through the use of digital video as a pedagogical tool?
Upon further consideration and a consult with Dr. Devries, I have adjusted my specific issue exploration to look at the the future of video-based learning in comparison to the viability of virtual reality based education. My proposed paper will first take brief look at the history of both video-based learning and virtual reality. It will continue with an in-depth review of the promises and critiques of VR in learning and education. The paper will then compare VR technology with the current state of video-based learning.
Lynda.com. (2018). All Courses | lynda.com. Retrieved April 14, 2018, from https://www.lynda.com/allcourses
Ram, A. R., & Chaudhuri, S. (2012). Video Analysis and Repackaging for Distance Education. New York, NY: Springer New York. https://doi.org/10.1007/978-1-4614-3837-3
Research. (2017). In Oxford Dictionary online. Retrieved from
OECD. (2015). Students, Computers and Learning. OECD Publishing. https://doi.org/10.1787/9789264239555-en
Sprenger, M. (1999). Learning and memory : the brain in action. Association for Supervision and Curriculum Development.