Video Use and the Student Learning Experience in Politics and International Relations

Abstract

This article explores video use and the student learning experience in Politics and International Relations (IR). The study brings together and builds on two extant literatures, on deep learning and visual literacy, in order to explore how students make uses of three types of video: lecture summaries, current affairs clips and fictional television. Questionnaire and focus group data generates a nuanced picture, with distinct implications for the learning experience. The article shows how different types of video can be linked to the development of different skills for different students.

Students' insights on the use of video lectures in online classes

“…The new generation of learners, also called the Youtube generation (Ashraf, ; Farnan, Paro, Higa, Edelson, & Arora, ; Holland, ), is familiar and comfortable with informing and educating themselves via online videos. Consequently, VL have gained popularity not only as a supplemental material to traditional face‐to‐face instruction but also as a key component of online courses, and they are considered as a powerful communication and instructional tool (Moridani, ; Nikzad, Azari, Mahgoli, & Akhoundi, ; Ramlogan, Raman, & Sweet, ).…”

Integrating Visual Literacy Training into the Business Curriculum. A Case Study at Dublin Business School

“…Stafford (2011) outlines the use of picture books, film, At third level the teaching of visual literacy has been introduced across the curriculum. For example in: art and design (Andrews, 2016) statistics (Young and Ruediger, 2016), dermatology (Griffin et al, 2016), library and information science (Beaudoin, 2016), inter-disciplinary studies (Little, Felten and Berry, 2015), geography (Hollman, 2014), science, technology, engineering and mathematics (Cook, Teaff and Cook, 2015), politics and international relations (Holland, 2014), teacher training (Wilhelm, 2005) and art and computer science (Eber and Wolfe, 2000).…”

Understanding corruption through freehand drawings: a case study of undergraduate business students’ visual learning in the classroom

“…Nowadays, the growing number of academics and practitioners are calling for active, engaging and collaborative learning techniques which should contribute to the development of visually literate graduates in various disciplines (e.g. Beaudoin, 2016;Holland, 2014;Schönborn & Anderson, 2006). Although, Sweeney & Hughes (2017, p.68) argue that 'business students require a high level of visual competence to be adequately prepared for the highly visual nature of business communication in the 21 st century', to date very little pedagogical attention has been given to the development of visual literacy of business and management students.…”