Research into how students use video to learn

This post is a short lit review ie just completed to support an online course. I thought I might be useful to share. It's interesting how many studies are appearing just recently.

Research
key questions
A limited literature search indicated some key findings but also reveals conflicting results.
Key questions
What evidence is there that video presents an efficient or valuable method of learning when compared with other media?
Under what conditions does is learning maximised, impeded or reduced?
In what ways can video be used as submitted course work?
In what ways can video support the communication of assignment feedback?

Key findings
Previous studies
Watching a video without controlling its play back is inferior to text DeFleur et al., 1992, Furnham et al., 2002 in (Tibus et al., 2012). There were many empirical psychology studies comparing tv delivery and text which showed text to be superior. Many of these could be easily discounted, because of the progress in the development of the online individual control of video. But this assumes that people use online video in a stop start way. Analysis of youtube statistics would provide interesting evidence of student viewing behaviour, interviews would also provide a glimpse into the world of learning via video.

Good practice
(Eick and King, 2012) Shorter videos of high quality were preferred by students. (Plon 1993) we need to think about the number of learning elements that the viewer has to understand in a sequence. This paper contains the beginnings of an interesting perspective on how to measure when students believe they should pause a video.
(Tversky et al., 2002) importance of design of materials e.g. animations
(Merkt et al., 2011) Most powerful in terms of learning process was stopping and browsing, using the video as part of a process which used a number of technologies and activities.
(Ibrahim et al., 2012) how to direct learners’ attention to relevant information and decrease cognitive load, creating conditions for the learners’ cognitive system to meet the processing demands

Evidence of learning
(Tibus et al., 2012) empirical evidence of learning during video, such as inferring information, making connections not explicitly in the video
(Merkt et al., 2011) video is just as good as print, probably because of the pause play function
video-based multimedia material generates the best learning performance and most positive emotion for verbalizers (Chen and Sun, 2012)
video and animation are more appropriate for visualizers (Chen and Sun, 2012)
(Brecht, 2012) empirical evidence that additional graphics, animations and music increase learning benefits
(Brecht, 2012) most significant findings are that video lectures are used by students for tutorial help, they improve initial learning, they reduce dropout rates, and they improve course grades
(Kay and Kletskin, 2012) results indicated that a majority of students used the video podcasts frequently, rated them as useful or very useful, viewed them as easy to use, effective learning tools, and reported significant knowledge gains in pre-calculus concepts
(Wright et al., 2012) in supporting learning software classroom, and problem based learning with textural support worked best
(Ramsay et al., 2012) (1) use real scenarios; (2) provide short segments; (3) present simple, single messages; (4) convey a skill-in-action; (5) develop the videos so participants can relate to the settings; and (6) support participants' ability to conceptualize the information.
Video Feedback
Learning from seeing yourself Dowrick 1983 in (Bobo and Andrews, 2010). The strength of this “video self-confrontation” approach was believed to lie in viewing oneself,
Viewing yourself changes (Bobo and Andrews, 2010) improved self efficacy
(Jones et al., 2012) gives the student an impression of being present during the marking process
(Jones et al., 2012) demonstrate step-by-step answer formulation; algorithms; show the solution, alternative answers,
(Jones et al., 2012) this medium has advantages over traditional methods of communicating feedback, (b) that students enjoy this new form of feedback, and (c) that this encourages them to engage with and learn from the tutor assessment of answers, rather than concentrating only on obtaining marks
(Crook et al., 2012) this study has revealed that the use of video instigated positive changes in theways in which staff thought about and developed
(Crook et al., 2012) feedback for their students; and for students, the use of video enhanced their active engagement with the feedback they received.
(Crook et al., 2012) the pilot study the majority of staff and students surveyed would like to continue to use video as a method of feedback.

References

BOBO, L. & ANDREWS, A. 2010. Using video feedback to measure self-efficacy. Journal of Instructional Pedagogies, 3, 1-11.
BRECHT, H. D. 2012. Learning from Online Video Lectures. Journal of Information Technology Education: Innovations in Practice, 11, 227-250.
CHEN, C.-M. & SUN, Y.-C. 2012. Assessing the Effects of Different Multimedia Materials on Emotions and Learning Performance for Visual and Verbal Style Learners. Computers & Education, 59, 1273-1285.
CROOK, A., MAUCHLINE, A., MAW, S., LAWSON, C., DRINKWATER, R., LUNDQVIST, K., ORSMOND, P., GOMEZ, S. & PARK, J. 2012. The Use of Video Technology for Providing Feedback to Students: Can It Enhance the Feedback Experience for Staff and Students? Computers & Education, 58, 386-396.
DIEKER, L. A., LANE, H. B., ALLSOPP, D. H., O'BRIEN, C., BUTLER, T. W., KYGER, M., LOVIN, L. & FENTY, N. S. 2009. Evaluating Video Models of Evidence-Based Instructional Practices to Enhance Teacher Learning. Teacher Education & Special Education, 32, 180-196.
DONKOR, F. 2011. Assessment of Learner Acceptance and Satisfaction with Video-Based Instructional Materials for Teaching Practical Skills at a Distance. International Review of Research in Open and Distance Learning, 12, 74-92.
EICK, C. J. & KING, D. T., JR. 2012. Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture. Journal of College Science Teaching, 42, 26-30.
IBRAHIM, M., ANTONENKO, P. D., GREENWOOD, C. M. & WHEELER, D. 2012. Effects of segmenting, signalling, and weeding on learning from educational video. Learning, Media & Technology, 37, 220-235.
JONES, N., GEORGHIADES, P. & GUNSON, J. 2012. Student Feedback via Screen Capture Digital Video: Stimulating Student's Modified Action. Higher Education: The International Journal of Higher Education and Educational Planning, 64, 593-607.
KAY, R. & KLETSKIN, I. 2012. Evaluating the Use of Problem-Based Video Podcasts to Teach Mathematics in Higher Education. Computers & Education, 59, 619-627.
KIRKGOZ, Y. 2011. A Blended Learning Study on Implementing Video Recorded Speaking Tasks in Task-Based Classroom Instruction. Turkish Online Journal of Educational Technology - TOJET, 10, 1-13.
MAJEKODUNMI, N. N. Y. C. & MURNAGHAN, K. K. Y. C. 2012. "In Our Own Words": Creating Videos as Teaching and Learning Tools. Partnership: The Canadian Journal of Library & Information Practice & Research, 7, 1-12.
MERKT, M., WEIGAND, S., HEIER, A. & SCHWAN, S. 2011. Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21, 687-704.
PLØN, W. V. 1993. Formal features as a design factor of video segments in interactive video programmes. Computers & Education, 21, 123-132.
RAMSAY, S. A., HOLYOKE, L., BRANEN, L. J. & FLETCHER, J. 2012. Six Characteristics of Nutrition Education Videos That Support Learning and Motivation to Learn. Journal of Nutrition Education & Behavior, 44, 614-617.
TIBUS, M., HEIER, A. & SCHWAN, S. 2012. Do Films Make You Learn? Inference Processes in Expository Film Comprehension. Journal of Educational Psychology.
TOCHON, F. 2008. A Brief History of Video Feedback and Its Role in Foreign Language Education. CALICO Journal, 25, 420-435.
TVERSKY, B., MORRISON, J. B. & BETRANCOURT, M. 2002. Animation: can it facilitate? International journal of human-computer studies, 57, 247-262.
WRIGHT, G., SHUMWAY, S., TERRY, R. & BARTHOLOMEW, S. 2012. Analysis of Five Instructional Methods for Teaching Sketchpad to Junior High Students. Journal of Technology Education, 24, 54-72.

examples of marking criteria for online discussion

Knowlton (2000) for evaluating initial contributions:

 Is the contribution mechanically clear enough for readers to understand the points being made?

 Is the contribution on time?

 Does the contribution meet the minimum length requirements?

 Does the contribution reference assigned readings or other resources?

 Does the post contain “crucial thinking”: that is indicative of the paradigms in the field?

 Are the ideas communicated with respect for those who may dissent?

Knowlton, D. (2001) Promoting durable knowledge constructions through online discussion

Proceedings of the Annual Mid-South Instructional Technology Conference. (6th, Murfreesboro,

Tennessee). From lams2009.lamsfoundation.org/pdfs/04b.pdf

 

McLoughlin and Luca (2000) online discussions:

 Offer and receive assistance

 Exchange resources and information

 Explain and elaborate on concepts

 Share existing knowledge

 Give and receive feedback

 Challenge others’ contributions

 Monitor each others contributions

 Engage in collaborative tasks

 Negotiate solutions to problems

 

McLoughlin, C. and Luca, J. (2000) Cognitive engagement and higher order thinking through computer

conferencing : We know why but do we know how? Flexible futures in tertiary teaching: Proceedings

of the 9th Annual Teaching Learning Forum, 2-4 February.

From lams2009.lamsfoundation.org/pdfs/04b.pdf

 

Using Blooms Taxonomy

 

http://www.westga.edu/~distance/ojdla/fall103/gant103.htm

 

 

http://www.tandfonline.com/doi/pdf/10.1080/0963928032000049366

 

This assignment requires you to both reflect on your studies and to constructively engage with the wholly online environment used in this unit. You are required to post reflections on the course material and to comment on the postings made by other students during the semester. You have two types of task in this assignment.

Task 1—Reflect on the course material you have studied in the current week. Identify what you think is the most important topic, access the DSO system for this unit, open the Assignment 1 forum area for the appropriate week, select ‘Compose Message’ and post a few paragraphs on your selected topic that explain why you think it is important.

Task 2—Review some of the Assignment 1 posts made by other students and select one to comment on. With that message open select ‘Reply’ and post a follow-up to the original message. You may add your own additional thoughts/reasons for why that topic is important, you may wish to contribute an example related to that topic from your own experience, or something else.

You need to make at least five postings for each type of task given above, ie, at least ten postings in total, five of type one and five of type two. You should make only one of each type of posting in a given week. Only the best posting for either task type in a given week will be marked. If your postings demonstrate constructive and thoughtful reflection, you will be awarded up to 1 mark per posting, up to a maximum of 10 marks in total for the assignment. You can make more than five postings for each type of task to maximise your mark for Assignment 1. Please use your own thought/words, do not simply reproduce the course notes. Please note that the forum areas will not remain open for posting all semester, ie, it will not be possible to complete all your postings late in the semester.

 

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00780.x/full

 

Blog papers Bjet - short list of interesting articles

Churchill, D. (2009), Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40: 179–183. doi: 10.1111/j.1467-8535.2008.00865.x

Postgraduates in Hong Kong use Blogs, in a case study
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2008.00865.x/abstract

Liu, E. Z. F., Shih, R. C. and Tsai, Y. L. (2011), Hyperlink network analysis of the educational blog. British Journal of Educational Technology, 42: E25–E29. doi: 10.1111/j.1467-8535.2010.01150.x

hyperlink study of educational blogs
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01150.x/abstract

Wang, Y.-S., Lin, H.-H. and Liao, Y.-W. (2011), Investigating the individual difference antecedents of perceived enjoyment in students' use of blogging. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01151.x

With the proliferation of weblogs (blogs) used in educational contexts, gaining a better understanding of why students are willing to blog has become an important topic for practitioners and academics. The main purpose of this study is to explore the individual difference antecedents of perceived enjoyment and examine how they influence blogging intention through the mediation of perceived enjoyment. Based on previous literature, the Big Five personality traits (ie, extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), as well as computer self-efficacy and personal innovation in information technology, are hypothesised as potential antecedents of perceived enjoyment in the acceptance of blogging. Data collected from a sample of 358 students at seven universities in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that extraversion, agreeableness, conscientiousness and personal innovation in information technology have a significant influence on perceived enjoyment, which in turn significantly influences blogging intention. The findings of this study provide several theoretical and practical implications for educational uses of blogging

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01151.x/abstract

Minocha, S., Schroeder, A. and Schneider, C. (2011), Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01131.x

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01131.x/abstract

Liu, E. Z. F. and Chang, Y. F. (2010), Gender differences in usage, satisfaction, self-efficacy and performance of blogging. British Journal of Educational Technology, 41: E39–E43. doi: 10.1111/j.1467-8535.2009.00939.x
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2009.00939.x/abstract