Using Digital Video Assignments as a Tool for Active Learning

Abstract

Recent advances in computing, digital video cameras, and video editing software have shattered the "video mystique" and turned digital video into a routine teaching tool on a par with PowerPoint. However, widespread adoption of digital video in the classroom is yet to be seen, with the lack of pedagogical approaches as one of the major reasons. Active learning, an instructional strategy characterized by a high degree of student involvement in the learning process and active engagement with the material, provides a useful approach for integrating digital video in college courses. This study evaluates the use of student-produced digital video as an active learning tool, and suggests pedagogical approaches for integrating digital video assignments in the college classroom.

A Case Study: The Role of Student-Generated Vidcasts in K–12 Language Learner Academic Language and Content Acquisition

“…Researchers have attributed some of this motivation to a sense of authorship and ownership, encouraged by seeking an Internet audience through a video channel, blog, or Web site (Green, 2013). Dumova (2008) also identified an increase in motivation and self-esteem as students developed ownership over the digital videos they created. Climent (2009) observed high school students creating digital videos demonstrating scientific experiments.…”

Learning Strategies in Making Video Project Assignments in ESP Class

“…19 Copyright © 2019, LINGUISTS, e-ISSN: 2656-5765, p-ISSN: Using technological tools, such as video in English language learning, is believed as a good way to engage the students to be active learners. Dumova (2008); Kearney & Schuck (2004) believed that having students create digital video can be an active and authentic learning assignment. Additionally, learners creating and authoring a video are not only engaged in active, authentic learning but are also engaged in personalized learning (Cambell & Cox, 2018).…”