Video use in online and blended courses: a qualitative synthesis

Belt, Eric S.; Lowenthal, Patrick R.

doi:10.1080/01587919.2021.1954882

Cited by 47 publications

(35 citation statements)

References 75 publications

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“…It could serve as a way of facilitating student motivation towards novel media, giving them greater responsibility and facilitating their involvement, or developing a problem-based focus, as indicated by Campbell et al ( 2020 ). We furthermore agree with Belt and Lowenthal ( 2021 ) and with Rodríguez-Illera and Escofet-Roig ( 2006 ): the videos created by students lead to greater collaboration and skills development (in other words, technological capabilities) among the learners. This also promotes the construction of deeper mental models and understandings (Dyson & Frawley, 2018 ).…”

Section: Discussionsupporting

confidence: 90%

Tackling the challenge of peer learning in hybrid and online universities

et al. 2022

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Peer learning is not fully developed or researched in online and hybrid higher education. This research analyses a peer learning experience in the asynchronous part of hybrid teaching, in one of the largest blended universities in Europe, promoting students to act as teachers of their peers, by preparing digital content (videos) for the course. This article studies whether there are behaviour patterns and different perceptions associated between students who act as teachers, and those who only act as students. The results indicate, among other findings, that students demand this type of activities, and value them very positively. Specifically, the “teachers” consider that this activity increases their motivation for the subject and their performance; they also consider that it significantly improves their creativity and communication skills, and they would definitely participate in the project again. The assessment of the students who merely view the materials is also very positive, and they prefer a learning method through classmate videos than the traditional learning method with printed materials. The research is also a boost to finding ways to promote learning among equals in non-classroom teaching in digital environments.

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Section: Discussionsupporting

confidence: 90%

Tackling the challenge of peer learning in hybrid and online universities

et al. 2022

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“…Five reviews, each which overtly focus on pedagogical aspects of university teaching and learning involving audio visual media, affirm a high prevalence of passive viewing. These reviews variously reflect this within teaching practices with video podcasts from 2002 to 2011 (Kay, 2012); podcasts of both video and audio recordings from 2004 to 2009 (Heilesen, 2010); video-based learning from 2003 to 2013 (Yousef et al, 2014) and also 2000 to 2012 (Giannakos, 2013); and video use in online and blended learning from 2010 to 2020 (Belt & Lowenthal, 2021). Most of these reviews identify prior gaps in the literature in relation to a pedagogical focus, for example, previous work not considering "teaching methodologies, design approaches, and the impact … [toward] learning outcomes" (Yousef et al, 2014, pp.…”

Section: Prevalence Of Passive Receptive Viewing In Educational Uses ...mentioning

confidence: 99%

“…The Giannakos (2013) review confirmed a failure to optimise the affordances of digital video, in that "considering the evolution of technology … the shift in video-based learning research to more asynchronous and noninteractive systems is surprising" (p. E194). The most recent review, Belt and Lowenthal (2021), found a common use of video is to deliver lecture content, albeit noting increasing attempts to render videos interactive.…”

Section: Prevalence Of Passive Receptive Viewing In Educational Uses ...mentioning

confidence: 99%

Not drowning, waving: The role of video in a renewed digital learning world

Colasante

2022

AJET

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While online teaching involves a range of contemporary digital tools, there are strong indicators for an ongoing place for video in a new digital learning world. For example, the use of video during the pandemic, to urgently translate on-campus lectures to online content, refocussed the argument on the role of video into the next phase of digital learning. Beyond a much-appreciated tool of convenience, what is video’s pedagogical role in higher education? This article draws from the literature, including reviews, theory, and case examples, to offer a typology to represent the role of video in university teaching practices, including intentional reasons to employ video beyond passive viewing. The typology is offered in three role types: functional purpose, academic focus (or knowledge type), and pedagogical strategy. It is recommended that university educational practitioners (including teachers, developers, and designers) consider video as multidimensional, and consult all three role types when designing video-based learning experiences, to maintain the human design processes within the complexity of teaching and learning. The typology is dynamic and adaptable to further emerging contexts. Implications for practice or policy: A typology of video roles demonstrates the multidimensional nature of video as a university teaching and learning tool, and thus signals the inherent complexity in digital teaching design practice. The video typology is offered for university educators to consult for intentional video-based learning design choices including to prompt considerations beyond passive student viewing. The typology is open for further adaptation into the future, for example, upon application to new cases.

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“…He has interest in, and experience with, various teaching and learning communication technologies. However, he also believes that no communication technology is inherently better than another, and that video is not a panacea and should be used intentionally and selectively (see Belt & Lowenthal, under review;Belt & Lowenthal, 2021;Lowenthal, under review;Lowenthal, 2021;Lowenthal et al, 2022;Lowenthal & Moore, 2020). He approached this study with an interest in better understanding how faculty experiences during COVID-19 might influence their perceptions and future use of synchronous video-based communication technology and, in turn, its influence on the future of online learning.…”

Section: Positionality Trustworthiness and Credibilitymentioning

confidence: 99%

Faculty Perceptions of Using Synchronous Video-based Communication Technology

Lowenthal

West

Archambault

et al. 2021

OLJ

Self Cite

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Online learning has traditionally relied on asynchronous text-based communication. The COVID-19 pandemic, though, has provided many faculty members with new and/or additional experience using synchronous video-based communication. Questions remain, though, about how this experience will shape online teaching and learning in the future. We conducted a mixed method study to investigate faculty perceptions of using synchronous video-based communication technology. In this paper, we present the results of our inquiry and implications for future research and practice.

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Video use in online and blended courses: a qualitative synthesis

Cited by 47 publications

References 75 publications

Tackling the challenge of peer learning in hybrid and online universities

Tackling the challenge of peer learning in hybrid and online universities

Not drowning, waving: The role of video in a renewed digital learning world

Faculty Perceptions of Using Synchronous Video-based Communication Technology

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