The use of video to enable deep learning

Mitra, Barbara; Lewin-Jones, Jenny; Barrett, Heather; Williamson, Stella

doi:10.1080/13596748.2010.526802

Cited by 88 publications

(96 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…l) To move from shallow to deep learning: In some articles, the focus on video materials and technology as a teaching and learning resource was much greater than in others (e.g., Mitra, LewinJones, Barrett, & Williamson, 2010). These articles tended to compare a range of teaching and learning approaches, some of which included the use of video.…”

Section: Educational Topic Categoriesmentioning

confidence: 99%

What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes.

Winslett¹

2014

AJET

View full text Add to dashboard Cite

The twenty years since the first digital video camera was made commercially available has seen significant increases in the use of low-cost, amateur video productions for teaching and learning. In the same period, production and consumption of professionally produced video has also increased, as has the distribution platforms to access it. Furthermore, advances in social media technologies and learning management systems have changed the ways in which video materials can be used in teaching and learning. These developments have, among other things, brought about a complexity in the decision-making behind the production of video materials for higher education teaching and learning. Before we can begin to systematically describe and recommend certain video materials and production approaches for specific learning outcomes, it is useful to consider the existing body of research that describes how video is being used in higher education teaching and learning. This paper uses a landscape literature review of higher education video usage to identify and compare the range of production types and related educational outcomes. The paper concludes by calling for a refreshed research agenda that will assist in identifying the parts of university curricula well suited to being supported by video materials.

show abstract

Section: Educational Topic Categoriesmentioning

confidence: 99%

What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes.

Winslett¹

2014

AJET

View full text Add to dashboard Cite

show abstract

“…Videos can be 'talking heads' clips, voice-over presentations and multimedia-enabled lectures (Guo et al, 2014). Aligned with lecture content and resources, videos can present information to learners in an interesting way (Cherrett et al, 2009), reinforce learning by facilitating both visual and audio engagement with content (Balslev et al, 2005) and engage students in 'real-life' simulations (Fearing et al, 2010), boosting their problem-solving skills and critical thinking (Mitra et al, 2010) Video-based learning has been used in education for decades; however, the question of what type of videos are better for learning, and how students engage with video components of their study, remains a topical issue. With videos ranging from those professionally made and those recorded using personal capture software, the impact of video production value on student learning remains uncertain (Hansch et al, 2015).…”

Section: Videosmentioning

confidence: 99%

“…What is known, however, is that lecture capture and picture--in--picture videos are superior to the voice--over videos (Chen & Wu, 2015), while shorter videos (under five minutes) are more engaging to learners than longer ones (Guo et al, 2014). Evidence from neuroscience (Bashman & Treadwell, 1995), showed that because visual memory is overall better than verbal memory, videos can make a significant difference in the information recall, especially if both audio and visual processing are engaged (Mitra et al, 2010). To avoid split--attention effect, using one type of video delivery over several is better as it reduces cognitive overload; while a lecturer's visual presence in the video gives learners a sensation of interaction, fostering the sense of belonging (Chen & Wu, 2015).…”

Section: Videosmentioning

confidence: 99%

“It’s the Combination That Works”: Evaluating Student Experiences with a Multi-element Blended Design in First-year Law

2018

View full text Add to dashboard Cite

This mixed method study involved twenty students enrolled in three consecutive intakes of an Australian Bachelor of Laws program's introductory unit. Pioneering a multi-element blended design, the unit featured three key elements: summary videos, self-test online quizzes and interactive discussion boards. These elements were chosen based on evidence-based research into digital tools found effective in enhancing students' face-toface learning experience in blended and fully online designs. The study's main goal was to evaluate how students utilized these elements and in what ways their previous experiences with blended designs influenced their learning process in this unit. A focusgroup and online surveys were used to collect data. Based on literature review, four areas of student experience with this blended designs formed a particular focus of this study: student expectations, support, resources, and collaboration. It was found that students extensively used videos and quizzes for catch-up, revision, and clarification, while discussion boards were not perceived as useful, with students preferring to have discussions face-to-face, in and out of classroom. Findings also indicated that students' expectations of and previous experiences with blended learning can be leveraged to strengthen blended designs.

show abstract

“…Video material has been used for many decades to support the motivation and learning of students in higher education (Chin, 2004), and has been recently suggested as one of many additional learning resources which can be utilised by lecturers to foster deep approaches to learning (Azer, Guerrero & Walsh, 2013). Indeed, videos used in class can support the link between theory and real life (Seidel, Blomberg, & Renkl, 2013) in developing understanding of abstract ideas (Eick & King Jr., 2012), and encourage learning outside the normal teaching environment (Mitra, Lewin-Jones, Barrett, & Williamson, 2010). Students currently entering university are seen as digital natives (Prensky, 2005) and benefit when digital technology is incorporated in the learning environment, with younger students reporting greater enjoyment when video is used as a teaching tool in class (Fee & Budde-Sung, 2014).…”

Section: The Solutionmentioning

confidence: 99%