Accessing and engaging with video streams for educational purposes: experiences, issues and concerns

Abstract

Video streaming has the potential to offer tutors a more flexible and accessible means of incorporating moving images into learning resources for their students than conventional video. Consideration is given to this assertion by drawing upon the experiences of staff and evidence from students at the University of Southampton in the use of a video, Back Care for Health Professionals, before and after it was streamed. The resulting case study highlights various issues and concerns, both logistical and pedagogic. These include ease of access, the form and frequency of guidance with respect to technical matters, the use of multiple channels of communication to convey key messages about the availability and value of the video, and the provision of demonstrations or ‘tasters'. In other words, what some might regard as the ‘softer' aspects of technological developments should receive at least as much attention as the ‘harder'

Effect of student engagement on multimedia-assisted instruction

“…While the motivating strategies involve different levels of engaging (Ryan & Deci, 2000;Moller, Ryan & Deci, 2006), engagement can be viewed as a promising indicator to represent student learning process and outcome. Previous studies in video-assisted instructions have documented the difficulties and struggles to evaluate specific use of video in real sense (Bracher, Collier, Ottewill, & Shephard, 2005;Shephard, 2003). Due to the complexity involved in real educational settings and the nature of learning, it is not easy to precisely define any learning outcome to be affected by single media (Sung & Mayer, 2012), let alone most videos were used in the context of blended learning (Garrison, 2001;Palmer, 2007;Shephard, 2003).…”

Teachers’ Perceptions Toward Video as a Tool for Feedback on Students’ Oral Performance

“…Video technology also has the potential to improve opportunities for students to benefit from feedback that is essential for learning: students' learning process (Orsmond & Merry, 2011), high-quality feedback for student achievement (Brown & Knight, 2012;Hattie & Timperley, 2007), increased level of engagement, and detailed explanation to students through video feedback incorporated into teaching and learning in higher education in recent times (Abdous & Yoshimura, 2010;Abrahamson, 2010;Bracher et al, 2005;Cann, 2007;Michael & Michael, 2015;West & Turner, 2016). A further advantage is that, like audio, video files provide a permanent record, which can be stored online and replayed at the students' convenience, as opposed to handwritten feedback forms which can be lost or damaged.…”