Lights, Camera, Action! Learning About Management With Student-Produced Video Assignments

Abstract

In this article, we present a proposal for fostering learning in the management classroom through the use of student-produced video assignments. We describe the potential for video technology to create active learning environments focused on problem solving, authentic and direct experiences, and interaction and collaboration to promote student learning. We argue for the use of a student-produced video assignment as a way to achieve these outcomes and present an adaptation of a project known as the Newsroom Assignment. We present details on how instructors can implement the assignment, with suggestions for future research on the use of studentproduced video projects in management courses.

Student-Produced Videos for Exam Review in Mathematics Courses

“…There might also be concerns surrounding the Family Educational Rights and Privacy Act (FERPA) if a student appears on camera, so a consent form might be needed if the videos are to be shown outside of class. It is possible that videos (or edited pieces) can be used for potentially malicious reasons (Schultz & Quinn, 2014). However, with the number of videos on YouTube and available privacy settings, students might not be worried about that possibility.…”

“…Lehman, DuFrene, & Lehman, 2010), Pharmacology (Frenzel, Skoy, & Eukel, 2013), Foreign Language (Russian, e.g. Nikitina, 2009), Management courses (Schultz and Quinn, 2014), Computing courses (Martin et al, 2013), and Information Technology (audio podcast e.g. Lee, McLoughlin, & Chan, 2008).…”

“…While this virtual school has many advantages there are skeptics. One critique is that viewing videos may lead to a passive learning process rather than an active process, and this is one reason that some researchers propose having students produce the videos themselves (Schultz and Quinn, 2014). With an increased emphasis on active learning in the mathematical sciences (MAA, 2015), there is a way to utilize this technology in an interactive way to help students learn.…”

Use of Student-Produced Videos to Develop Oral Skills in EFL Classrooms

“…Video projects facilitate language learning and learners become active participants in EFL classrooms (Schultz, et al, 2013), Table II and Table III indicate that the participants who recorded their works strongly agree that they are more capable of speaking in the target language than the participants who write their work out.…”

“…However, most studies explored the benefits of using student-produced videos to enhance speaking skills (Garza, 1996;Glenn, 1996;Katchen, 1991;Schultz et. al, 2013).…”