Enabling a Comprehensive Teaching Strategy: Video Lectures

Abstract

This study empirically tests the feasibility and effectiveness of video lectures as a form of video instruction that enables a comprehensive teaching strategy used throughout a traditional classroom course. It examines student use patterns and the videos' effects on student learning, using qualitative and nonparametric statistical analyses of survey responses and student grades. Groups of student course grades are compared with and without video lectures available.Video lectures are CD and web viewable files that present lecture materials and narrative instruction from a course's instructor. They are used as additions to classroom lectures and are not recordings of classroom lectures. In these lectures, the instructor uses Microsoft Office content files, narrative instruction, and screen writing with the keyboard and mouse pointer to deliver the lecture.Video lectures serve major strategic purposes. First, they give additional teaching time to students who cannot fully understand the course material through the classroom lectures and support materials such as the textbook. Students can view and study the instructor's lectures as often as they wish until they understand material. This study resource is particularly important in teaching a broad spectrum of students.Second, video lectures allow classroom coverage of more complex and challenging subject material that is more interesting to many students. Students who are overwhelmed by these information-packed classroom lectures have the video lectures to study, which cover both the basics and the more advanced material. Moreover, some of the time freed in classroom lectures can be converted to problem-solving lab days that focus on active learning. On these lab days, students are given complex and topic-comprehensive problems to solve. These problems aggressively challenge and move forward students' understanding and skill in working with the course material. Because video lectures are available as a support teaching resource, the labs can be used to involve students in solving problems that integrate multiple threads of a topic.Survey results indicate that many students accept and use video lectures as contemplated by this teaching strategy. The extent to which students use the videos is expected to be associated with more than the need for additional teaching time since alternative study resources are always available. Video use frequency and patterns are expected to be at least in part related to each student's learning style preferences. The paper identifies some types Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given....

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