The online video lecture: Examining the role of the communicator, the learner and the lecture in promoting effective learning.
PROCEEDINGS
Rodney McCrohan, Tom Palaskas, RMIT University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This paper looks at the learning design and production elements of online video lectures. With the introduction of video to record face-to-face lectures in the 1980s the resultant resources were viewed as generally useful to students who missed a lecture, had specific revision needs, or were studying off-campus. We suggest that there was insufficient consideration given to the learning design aspects of these resources. In the transition from traditional face-to-face to online and blended learning environments, this oversight of pedagogical considerations has raised questions around the usefulness of video lectures in promoting and supporting learning. In this paper we examine the role of the communicator, the learner, and the lecture itself in promoting effective learning. Finally, we suggest that the cognitive load or student engagement experienced by students while viewing an online video lecture is a key factor in promoting effective learning.
Citation
McCrohan, R. & Palaskas, T. (2013). The online video lecture: Examining the role of the communicator, the learner and the lecture in promoting effective learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 167-175). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/114823/.
© 2013 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Alamäki, A., & Luukkonen, J. (2002). ELearning. Osaamisen kehittämisen digitaaliset keinot: strategia, sisällöntuotanto, teknologia ja käyttöönotto [eLearning. Digital Tools for Enhancing Knowhow: Content Production, Technology and Implementation]. Helsinki, Finland: Edita Publishing Oy.
- Burden, K. & Kuechel, T. (2004). Evaluation report of the teaching and learning with digital video assets pilot 2003-2004 (BECTA Research Report). Retrieved from http://www.bee-it.co.uk/Guidance%20Docs/Becta%20Files/Reports%20and%20publications/104%20Teaching%20and%20learning%20with%20digital%20video%20assets%202003-2004.pdf
- Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226
- Dekeyser, H.M. (2000). Student preference for verbal, graphic or symbolic information in an independent learning environment for an applied statistics course. In J.F. Rouet, A. Biardeau, & J.J. Levonen (Eds.), Multimedia learning. Cognitive and instructional issues, 99-109. Amsterdam:Pergamon.
- Dunn, R. (1983). Learning style and its relation to exceptionality at both ends of the spectrum. Exceptional Children, 49, 496-506
- Dunn, R. (1984). Learning style: State of the scene. Theory into practice, 23, 10-19
- Hatsidimitris, G. & Allen, B. (2010). In Proceedings of World Conference on E‐Learning inCorporate, Government, Healthcare, and Higher Education 2010. Chesapeake, VA: AACE.
- Karppinen, P. (2005) Meaningful learning with digital and online videos: Theoretical Perspectives. AACE Journal, 13(3), 233-250.
- Khaslavsky, J., & Shedroff, N. (1999). Understanding the seductive experience. Communications of the ACM, 42(5), 45-49
- Williams, S. (2013, March 8). Presentation Skills, MOOCs and Open Learning [Weblog comment]. Retrieved from http://www.reximedia.com/blog/ Oblinger, D. & Oblinger, J. (Eds.), (2005). Educating the Net Generation, EDUCAUSE e-Book, http://www.educause.edu/research-and-publications/books/educating-net-generation
- Reid, J. (1987). The learning style preferences of ESL students, TESOL Quarterly, 21(1), 87-110
- Reiner, H. (1976) One picture is worth a thousand words? Not necessarily. Modern Language Journal, 60, 160-168
- Swarts, J. (2012). New Modes of Help: Best Practices for Instructional Video, Technical Communication, 59(3), 200-201.
- Sweller, J., Van Merrienboer, J., & Pass, F. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251-295
- Khan, Z. (2000). Application of television production techniques to teleteaching: An investigation of the effects of visual reinforcement of lesson content on student performance and attitude towards presenter and content (Doctoral dissertation, Concordia University, 2000). Retrieved from National Library of Canada. (0-61254366-8) Notes about the Authors Rodney McCrohan is the Team Leader of the Multimedia Production Unit at RMIT University’s College of Business in Melbourne, Australia. He first became involved with the recording of lectures in 1982 when suitable recording formats became available. Editing facilities with three-quarter inch Umatic cameras were adopted in his institution to teach students of advertising the theory and practice of television advertisements. In his role as a technician Rod advised staff and students on operational aspects of the equipment and editing console, and provided basic maintenance services.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References