Online Videos: What Every Instructor Should Know

Assessing the Influence of an Online Video Tutorial Library on Undergraduate Mechanical Engineering Students

“…They also appreciated videos of short duration that were supplements to lectures given in class. While students appreciated both styles of videos, overall they favored shorter videos, which is consistent with other studies [19], [20], [21].…”

“…Supplemental videos "provide an active demonstration of the material, they are convenient, and they bridge the gap between lecture and homework" [18]. Ideally, the videos are short, [19], [20], [21] focused, and facilitate student use. Supplemental videos also have been shown to improve grades and students have reported believing the videos enhanced understanding [22].…”

Creation of an Online Video Tutorial Library at a State University

“…A few faculty members involved in these projects attended a week-long summer institute from the university's teaching and learning center (called "eLearning") which discussed best practices in video design. As a result, the videos created for the two grants were short and modular, with most videos being less than 10 minutes in length and covering a single topic or example; short videos are generally preferred by students [9], [10], [11]. The videos were initially uploaded to a local university server and links were made available to other mechanical engineering instructors who had the option of sharing the links with students.…”

Impact of an Online Learning Environment on Student Performance and Perceptions in a Fluid Mechanics Course

“…Each video covers one topic and were as short as possible, which students generally prefer. 9,20,21 The videos were captioned for accessibility and made available to the public at the department's YouTube Channel and video content website, ME Online. 22,23 Links to the videos were provided only to experimental section, but it is unknown if the links were shared with students in the control section.…”