Covid-19, Higher Education and the rise of video-based learning

Given the rapid shift to focus on online video-based learning due to the Covid-19 pandemic, it is evident that we need to develop understanding of how this mode of learning will impact student engagement with their course and learning. Also, what measures can be used to determine its success?

Video-based learning has a long history in its use as an educational tool in various forms, like instructional videos, demonstration videos, knowledge clips, and web lectures. As such, Higher education institutions have often supplemented their curriculum with alternative and complementary learning resources to support students from different educational backgrounds and learning needs. Along with the advancement in technology such as high-speed internet and personal devices, the shift towards the use of video in in higher education had begun before Covid-19.

While all university campuses are physically closed, educators and lecturers are working hard behind the scene to educate, support, and ensure that students can progress with minimum disruptions to their studies, through online lectures, video-based resources etc. Organisations and private companies such as Coursera, Future Learn, Udemy and Google, are also taking this opportunity to promote and expand their in-house online learning platforms by offering students free access to video-based academic courses.

Evidence has shown that using video technology as a way to learn can impact students directly and positively (Kay & Kletskin, 2012). Students generally describe video-based learning as enjoyable (Winterbottom, 2007), motivating (Hill & Nelson, 2011), and effective in enhancing learning performance (Salina et al., 2012). However, less is known about whether the use of video in learning will facilitate knowledge development and critical thinking within a higher education setting. The current methodological approach typically relies on post-experimental tests of basic concepts as a measure of effectiveness when comparing video-based learning with other models. This results in a research gap that requires further exploration on whether video-based learning could be used to encourage deeper and broader application of knowledge and critical thinking skills (Carmichael, Reid, & Karpicke, 2018).

Moving forward, a new era of learning will rise with the popularity of video-based learning. While we acknowledge the shortfalls of this methodological approach in the field, video-based learning has the greatest potential to be explored further to serve the demands of learners post Covid-19.  It also gives us an opportunity to find out if it works – in the longer term!

Angel Tan, PhD Student, Department of Psychology, Edge Hill University

References:

Carmichael, M., Reid, A., & Karpicke, J. D. (2018). Assessing the impact of educational video on student engagement, critical thinking and learning. Sage Publishing. Retrieved from https://us.sagepub.com/sites/default/files/hevideolearning.pdf

Hill, J. L., & Nelson, A. (2011). New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems. Environmental Education Research, 17(3), 393-408. doi: 10.1080/13504622.2010.545873

Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59, 619-627. doi: 10.1016/j.compedu.2012.03.007

Salina, L., Ruffinengo, C., Garrino, L., Massariello, P., Charrier, L., Martin, B., Favale, M. S., … Dimonte, V. (2012). Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: A randomized controlled trial. Perspectives on medical education, 1(2), 67-75.

Winterbottom, S. (2007). Virtual lecturing: Delivering lectures using screencasting and podcasting technology. Planet, 18, 6-8.


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