Developing a Framework for Creating Effective Instructional Video Podcasts
Robin Kay, UOIT (University of Ontario Institute of Technology)
iJET Volume 9, Number 1, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany
The purpose of the following study was to develop a comprehensive, theory-based framework for creating instructional video podcasts designed to present worked examples. Sixteen design characteristics, organized according to four categories (establishing context, providing effective explanations, minimizing cognitive load, and engaging students), were used to develop 59 pre-calculus videos for 856 first-year university students. Overall, the vast majority of students noted that the video podcasts were useful and helped them understand mathematics better. With respect to establishing context, the evidence suggested that problem selection was appropriate and video podcasts were clear, straightforward, and detailed. Regarding the quality of explanations, a number of students commented on the effectiveness of the step-by-step presentation of solutions and the use of visuals to support learning. Students agreed that video podcasts were easy to read, but did not directly mention other issues involving cognitive load. Students also noted that video podcasts were engaging and better than using textbooks. They also enjoyed working on the interactive student-problems. Finally, significant gains were observed in all five pre-calculus knowledge categories evaluated. It is concluded that the framework proposed in this study is a reasonable starting point for creating effective worked-example video podcasts.
Kay, R. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal of Emerging Technologies in Learning (iJET), 9(1), 22-30. Kassel, Germany: International Association of Online Engineering.