Video-Based Learning: Research Update

This is a video update on my research into the effectiveness of the asynchronous video-based learning delivery system on learning outcomes. I cover one aspect of my research rationale, theories that underpin my delivery system evaluation process, and look into several styles of lecture video to understand which style is best for learner satisfaction and learning outcomes. At the end of the video, I ask viewers to share their thoughts on what styles of lecture videos they prefer for learning. Please leave me a comment below. Thanks!

For more information on the learning glass lecture style (Frazee & Anderson, 2014), go here.

 

References

Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., Toma, S. P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G., & Crosbie, R. H. (2019). Student satisfaction and learning outcomes in asynchronous online lecture videos. CBE Life Sciences Education, 18(4), 1–14. https://doi.org/10.1187/cbe.18-08-0171

Frazee, J., & Anderson, M. (2014). Learning Glass specifications and assembly manual. Instructional Technology Services, San Diego State University, San Diego. Retrieved September 26, 2017, from https://its.sdsu.edu/docs/Learning_Glass_Specifications.pdfGormally

Jones, T. H., & Paolucci, R. (1999). Research Framework and Dimensions for Evaluating the Effectiveness of Educational Technology Systems on Learning Outcomes. Journal of Research on Computing in Education, 32, 17–27. https://doi.org/https://doi.org/10.1080/08886504.1999.10782266

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

2 thoughts on “Video-Based Learning: Research Update

  1. Great post, Jonathan! I found it incredibly informative and introduced me to some new concepts in VBL, especially the Jones & Paolucci framework that I intend to look into further to improve my own use of technology in teaching.

    I don’t have a lot of experience in creating videos in these styles, but I have watched a few of them. Personally, I find the Classic Classroom style a bit stale and awkward. In some versions they include “students” which just makes it feel staged. It’s really that same concept of using VR to host a lecture. If we’re using video, let’s actually take advantage of its capabilities.

    Weatherman and Pen tablet are similar in that they have the cut-out person and often this is done poorly, resulting in distracting edges that pull my attention away from the talk. That being said, they are great for marking up your material to really *show* something rather than just displaying a slide. I would just prefer this was done with the talking head frame rather than the cut-out.

    Demo is a video all on its own and I really like it, but is really intended to show physical examples. I haven’t had the opportunity to make one myself, but would love to. I haven’t had the chance to do a Learning Glass either but it looks fascinating. Again, you need to have the content that fits the affordances. Not every video would benefit from having the instructor draw on glass. I also wonder if the strong results of that video are related to its novelty rather than effectiveness as a teaching tool.

    I have far more experience with the Talking Head and Slides On/Off videos with a preference toward Slides On/Off. I find I prefer the reduced distraction when a slide is shown on its own. That’s really how it is with much of this, isn’t it? Individuals have their own preferences and each style likely has a type of content best suited to it. Even these video lecture styles run the risk of all learning technology in that teachers may want to use them for their novelty rather than their effectiveness at delivering a certain type of content.

  2. Great idea to use a video for our blog post, Johnathan! I wish I had thought of that 🙂 Your approach of media versus media is intriguing and, as you mentioned, fitting within this program. I think another important approach is funding vs funding. As we learned in our group project, video quality is important in engaging and motivating learners. However, this could increase the inequity between the have or have-nots of people or institutions. This balance between what is best and what is affordable is a tricky area policy makers and leaders need to grapple with.

Leave a Reply

Your email address will not be published. Required fields are marked *