Video Lecture Quality Guide
Video lectures have become the norm in online courses. Much research has shown that adding videos can add engagement and capture attention. It has even been noted in student surveys to have helped in content comprehension - by all or almost all of the students (Rose 2009). However, there are reasons to use, and reasons to refrain from using or over using video content.
Drawbacks
- Students can become reliant on video format
- Students can fail to watch the video - because they view it as too long (Ferriman 2013)
- It is not as easy to skim and review a video as written format
- Reading comprehension objectives are often sacrificed
- Videos take longer to produce than written content
- Different devices and platforms handle video types differently - and can create technical issue (Guitierrez 2015)
Benefits
- Adding videos can be a way to vary instruction (Ferriman 2013)
- The human brain is "hardwired to engage better with real conversations" (Guitierrez 2015)
- By presenting in rich digital formats students are more often to be engaged in content materials
- By presenting in rich formats, students with disabilities are more likely to be able to engage in content.
- Students are able to go back and review the material as many times as they need to reach comprehension.
1) Keep things bite sized - by chunking information into smaller sections. (Guitierrez 2015)
2) Ensure that the videos will "function across platforms and devices" - Most school based platforms have limits to size and file types. However, video hosting sites like Youtube, will check a lot of this for you. (Guitierrez 2015)
3) Make sure that your file size is not too large - Again, this is more important if you are hosting on a school server, or a server that limits your space. However, many video hosting sites now adjust file size for you (Guitierrez 2015)
4) Chunk information into shorter videos - two minutes or less (Pappas nd)
5) Make the video engaging and if possible interactive - changes in graphics, eye catching pictures, and changes in scenes can all help to maintain interest. (Pappas nd)
6) Change angles, screen shot, or other types of movement to create interest (Pappas nd).
7) Change tone and inflection - Avoid monotones.
8) Make a script and practice it, before you begin.
8) Make a script and practice it, before you begin.
Don't when creating screencast videos
1) Skip editing (Pappas nd)
2) Use hand held or phone cameras - because they can create wobbly or poor quality images.
3) Use videos as the only type of content.
4) Create long videos. - You can always make multiple videos.
5) Talk in monotone.
Additional Sources
Ferriman, Justin. "Using Videos in Online Courses", 23 Aug 2013. http://www.learndash.com/using-videos-in-online-courses/
Guitierrez, Karia. " Shift's eLearning Blog". 15 Sep 2015. http://info.shiftelearning.com/blog/9-ways-to-use-video-in-your-online-training-courses
Morrison, Debbie. "Are Video Lectures effective in Online Courses?" 13 Jul 2012. https://onlinelearninginsights.wordpress.com/2012/07/13/are-video-lectures-effective-in-online-courses/
Pappas, Christopher. "10 Tips To Effectively Use Videos in eLearning" http://elearningindustry.com/10-tips-to-effectively-use-videos-in-elearning
Rose, K.K "Students Perceptions of the Use of Instructor-Made Videos in Online and Face-toFace Classes" 2009. http://jolt.merlot.org/vol5no3/rose_0909.htm
