{"id":290,"date":"2021-04-19T20:39:13","date_gmt":"2021-04-20T03:39:13","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/?p=290"},"modified":"2021-04-20T10:11:41","modified_gmt":"2021-04-20T17:11:41","slug":"team-1-activity-2-video-based-learning-a-critical-inquiry-into-best-practices","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0154\/team-1-activity-2-video-based-learning-a-critical-inquiry-into-best-practices\/","title":{"rendered":"Team 1 (Activity 2) Video-Based Learning: a critical inquiry into best practices"},"content":{"rendered":"

By Kristin Beeby<\/a>, Jonathan Carpenter<\/a>, Denys Koval, Ash Senini<\/a><\/b><\/p>\n

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Video-Based Learning (VBL) has become a more prevalent tool used in education in recent memory. VBL allows both educators and students to reflect upon and enhance one\u2019s learning process (Perez-Torregrosa et al., 2017, <\/span>as <\/span>cited in Sabli\u0107 et al., 2020). Collectively, our team will examine the use of VBL in various contexts to determine the effectiveness of this learning technology.<\/span><\/p>\n

VBL originates from the early 20th century, with films covering topics such as <\/span>Differential Steering<\/span><\/a> and <\/span>WWII soldier training<\/span><\/a> (Origin Learning, 2020).\u00a0 VBL has grown since, now providing edutainment through video games and sharing platforms such as YouTube. To inform our critical research pathways and better understand the use of VBL, we will examine LinkedIn Learning\u2019s (formerly Lynda.com) \u201cBecoming an Instructional Developer\u201d learning path (<\/span>Lynda.com from Linkedin, n.d.<\/span>).\u00a0<\/span><\/p>\n

LITERATURE REVIEW<\/b><\/p>\n

We began our critical inquiry research by conducting a broad literature review on VBL to identify various research topics and critical issues to explore. Literature reviews by Sabli\u0107 et al. (2020) and Yousef et al. (2014) aggregate years of VBL research to generate an excellent overview on VBL, serving as a foundation for our research approach. Once all group members gained a basic understanding of the theoretical aspects of VBL through the readings, practical research topics emerged. The following VBL critical issues are the result of our broad literature review.<\/span><\/p>\n

Practical Effectiveness of VBL<\/b><\/p>\n

One benefit of VBL is to provide theoretical knowledge. During the pandemic, VBL became one of the few ways students could gain practical or hands-on experience as well. Determining how effective VBL is in delivering practical information depends on the specific context. For example, we would welcome a conversation with someone who learned the language through VBL, but would be wary of professionals, like doctors or engineers, who learned through VBL.\u00a0<\/span><\/p>\n

Social Considerations<\/b><\/p>\n

Another critical issue in applying new technologies is to avoid potential harms, as Weller warns, \u201ctechnology has often negative social consequences,\u201d (2020, p. 173). We know learning is a social process, and VBL could diminish the social component of learning and increase students\u2019 sense of isolation (Kizilcec et al., 2014). If so, are there pedagogical or design solutions to counteract such social side effects, or does the cost outway any benefits?<\/span><\/p>\n

Student Engagement and Motivation\u00a0<\/b><\/p>\n

Like classroom-based learning, VBL requires a considerable amount of planning and thought to engage learners. There are many variables unrelated to content quality that affect student engagement. Learner engagement variables include video length, annotation, accessibility, content delivery methods, level of cognitive load, social presence, and interactivity. Even though there is evidence that VBL can improve student learning and enhance student engagement <\/span>(Brame, 2016)<\/span>, it can suffer from many of the same issues of classroom-based learning. The numerous technological layers of VBL pose many challenges and questions unique to this learning modality.\u00a0<\/span><\/p>\n

Considerations for Design\u00a0<\/b><\/p>\n

As with any learning modality, not all instances of VBL are created equal; therefore, it is essential to analyze the various elements of effective VBL design to deliver optimized learning outcomes and experiences. Effective VBL design empathizes with learners to promote VBL adoption (Pappas et al., 2016), initiates memory formation through appropriate learning theories and active learning principles (Brame, 2016), and sustains learner engagement through the use of interactive learning objects (Ouimet & Rusczek, n.d.) and production strategies (Beheshti et al., 2018). Further, VBL accommodates today\u2019s mobile learner by integrating with multiple viewing devices, enabling on-the-go learning that compliments various learner needs, including strict schedules, conforming the demands of today\u2019s and tomorrow\u2019s educational consumer.<\/span><\/p>\n

CONCLUSION<\/b><\/p>\n

Like other digital learning tools, VBL has extensive and practical use in online education which can be seen in various mediums today. The prevalence of VBL allows users to gain practical knowledge in a given subject matter. From our initial examination, we will explore critical issues, including social implications, overall engagement, design and equity issues that can occur in the world of Video-Based Learning.<\/span><\/p>\n

We encourage others with experience in the realm of VBL to comment on our pathway(s) and tell us your own experience with Video-Based Learning. Here are some guiding questions that may help you reflect on VBL:<\/span><\/p>\n