Guidelines for using videos in online courses

Dr. Anthony A. Piña, Chief Online Learning Officer, Illinois State University

Technological advances have made the production and use of film faster, easier, and cheaper. YouTube, Vimeo, Facebook, Instagram, Twitter and TikTok have made video ubiquitous in people’s lives. As we seek to increase instructor presence, interactivity, and community in online courses, video can play an important role. Learning management systems (LMS) such as Canvas and Brightspace now have built-in webcam recording capabilities for video announcements, coaching, discussions, testing, and feedback. Add-on applications (including Panopto, Canvas Studio, Yuja and Kaltura) can be integrated into the LMS and provide additional features such as editing tools, automatic subtitles, embedded test questions and simultaneous video capture from web cameras and computer screens.

Research increases our understanding of how best to integrate videos into online courses. The largest of these studies examined the results of more than 100,000 students and more than 6 million viewing sessions, although many other studies of large student samples also provide additional insights. Here are some guidelines to consider as institutions seek to increase faculty use of video for student online learning:

Video is valid

Films containing the instructor (e.g., video course announcements) have been found to increase student perceptions of the instructor’s presence and engagement and increase student satisfaction. The study found that teachers who used audio or video feedback for assignments provided twice as much feedback as text-based feedback. Studies have found that including an instructor “presenter” in a PowerPoint presentation improves student focus and efficiency. Although students may spend 40% of their time watching instructors teach, retention of material does not diminish.

less is more

Research has found that for video lectures, the number of students begins to drop sharply after 6 minutes of viewing, and there are very few viewers after 9 minutes. Video “step-by-step” instruction is slightly more effective because students usually watch them multiple times. Lecture capture, the process in which a teacher records an entire class—usually from a camera in the back of the classroom—is least effective. Teachers who teach via video should plan and deliver instruction through shorter, discreet videos on specific topics. Multiple short videos are better than one long video.

Eliminate distractions

While a picture (or video) may be worth a thousand words, busy backgrounds, movements or actions, or background music that are not related to the topic may increase “cognitive load” (i.e., students must focus on multiple things at once) time). The idea that students can multitask is largely a myth—we actually focus on one thing at a time and switch quickly between different things. “Busy” videos feature multiple items competing for students’ attention, potentially distracting them from the most important content.

informality

While one might think that instructor videos in online courses require broadcast-quality professional production, the reality is that most students prefer instructors to interact with them via video in a less formal, more approachable way. Students are accustomed to watching videos on social media platforms, most of which are recorded on mobile phones with almost no editing or post-production. Videos recorded in a teacher’s office, home, or in a setting related to the video topic can be equally (or more effective) than those recorded in a classroom or studio.

Teachers’ effective use of videos can help students enhance their sense of presence and involvement

It’s a good idea to outline the recording, make sure the audio is clear and loud enough, and avoid backlighting, which can cast shadows on the lecturer’s face. Lecturers should speak quickly and enthusiastically, and don’t worry about perfection, because imperfections will also occur when teaching in the classroom, which will make the lecturer “more humane.” Instructors who can quickly record and deploy video without the need for a complex recording or production environment are more likely to use the video in their courses.

Why use video?

Students who are used to learning in a classroom setting and receiving direct instruction from teachers and professors can easily feel isolated when learning online. Text-heavy online courses may exacerbate this problem by exacerbating a sense of disconnect between students and instructors. A common complaint among online students is “I feel like I’m studying on my own.” Teachers’ effective use of videos can help students enhance their teacher’s presence and involvement.