In an article published on Educause they take a look at findings from Columbia University’s School of Continuing Education (SCE) on what makes an online instructional video compelling.
In order to gain insight into what videos received the most views, SCE used analytics provided by Kaltura, an open-source video platform. SCE also interviewed students to gather information that the analytics couldn’t provide.
Here are some of the findings from the study:
- Videos with high view counts usually had a direct connection with course assignments.
- The average view time was four minutes. So when producing longer-format lecture content the SCE production team breaks it up into shorter content segments.
- Students related faculty presence in the video as a key factor in their engagement and described humor and wit positively.
- Audio/visual elements were repeatedly described by students, as useful aspects of online course videos.
- Students had mixed feelings about production value with some preferring higher production value, while others found it distracting.
- Students reported that their viewing habits mirrored that of sitting in a class lecture. Most of the students interviewed said that they took notes as they watched the videos.
In a recent blog post by Trent Batson on The Association for Authentic, Experiential and Evidence-Based Learning’s (AAEEBL) website, an interesting topic about centralization and democratization of education emerged from the use of information technology. Either side of the issue, whether to centralize and control technology or to allow students to have control over their own learning in higher education, was compared to identify both the profitability of centralizing control of technology and/or the efficiency of giving control over to students to enhance learning.
To assess either side of the issue, Batson talks about the use of badges in online learning scenarios as a way “challenge how grading is done”, while creating a system of “micro-credentialing”.
In a paper published in the Proceedings of the National Academy of Sciences and developed by lead researchers at the University of Washington, which included Scott Freeman, Mary Wenderoth, Sarah Eddy, Miles McDonough, Nnadozie Okoroafor, Hannah Jordt, and Michelle Smith, findings about STEM courses utilizing the active learning model illustrated higher pass rates than courses using a traditional lecture model.
Having accessible technology provides many opportunities for enhancing the learning experience for students. In the case of learning a foreign-language, such as Spanish or French, what better way to learn the language than from an actual student from Spain or France?
The Chronicle of Higher Education recently posted an article about a Portuguese class at Virginia Commonwealth University that uses video-conferencing software, such as Skype and Google Hangouts, to connect VCU students with English-learning students in Brazil to facilitate “authentic language-immersion experiences.” Using teletandem, or telecollaboration, allows students from both countries to teach each other their native languages, creating a genuine and highly engaging language-learning experience.
In an article written by Robert Talbert for The Chronicle of Higher Education, Talbert carefully examines and explains the comments he received in a previous article he had written about the definition of Flipped Learning. He explains, with 6 main points, how and why students are not the problem when it comes to successfully implementing a flipped learning course. Here are just some of his points: