Purpose of the study: The object of this paper is to explore the literature in order to discover on what conditions a video-mediated form of instruction can be a learning instrument, the one that enhances teaching, increases the potential of improving learners' performance and leads to a change in students' knowledge and behaviours. Methodology: This exploration is literature based and involves a critical discussion of articles on video-based instruction and video pedagogies. Main findings: Video-based forms of teaching and learning are steadily gaining popularity in the classroom and beyond and are supported by a growing body of academic and professional literature. However, while the pedagogical use of video within a lesson has been explored, what is missing is a focus on the pedagogy within the video -the pedagogical style or design of the video that leads to learning -the transformation of information. Applications of this study: Research involving university students suggests that students conceive of video as an important element of their learning process and they will often choose to use videos for support and clarification rather than any other form of digital instruction. The conducted analysis of the research subject will eliminate concerns of instructional designers over the video design and help employ video more consciously and efficiently. Novelty/Originality of this study: In the last decade, the majority of the literature focusing on creating video for learning purposes adopt a transmission of knowledge approach. Thus, the authors focus on a list of characteristics that will facilitate the transmission of content. Few of the articles focus on learning per se. This paper discusses the results of our review of the literature that support the transmission styles of learning, the "hygiene" principles and then it explores the literature to identify the elements that enable a more transformative learning pedagogy for video.
This paper looks back at the last 20 or so years of research into using video in education and seeks to see what it tells us about creating video to support learning. The exploration is literature-based and involves a critical discussion of articles on video-based learning and related pedagogical principles and methodologies. Literature chiefly focuses on the principles and characteristics of video that help to transmit and wrap the learning content in a way that will call the learner's attention. Few of the discussed articles attend to learning as the transformation of information per se. Nor do they speak to a clearer pedagogy for video. The scholarly inquiry into the pedagogy within the video, a certain pedagogical style and design of the video necessary to support and thus lead to learning, is lacking. Therefore, the explanatory power of the instructional video and the elements that enable a more transformative learning pedagogy for video are to be yet identified. The video format proves to be effective when compared to other forms of presentation. However, the effectiveness of a learning video is not due to the format itself, but to the principles of its judicious use. This study seeks to advance this premise and insists that transformation in learning is possible through a successful video experience. Upholding this presumption should encourage instructional designers and lecturers to make good the pedagogical principles rather than searching for unending technology and production techniques in order to design an effective learning video and employ its affordances to good ad-vantage. Since creating videos for learning purposes largely adopts a transmission of knowledge approach, this paper discusses the results of a literature review that supports the transmission styles of learning. However, additionally, it explores the literature to identify the elements that enable a more transformative learning pedagogy for video. As a consequence, the tension be-tween the two approaches has been revealed. These discrepancies emphasise the urge for clarification to help research into videobased learning move forward and make headway towards a more efficient learning experience.
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