Student-Generated Videos as a Learning Tool in Veterinary Education

Abstract

In spite of reported benefits of mobile devices, educational institutions criticise the use of mobile devices for learning because they are considered a distraction in class. Furthermore, researchers claim that the apparent mechanistic use of videos in classes does not contribute to deeper learning. To explore the affordances of videos and the possibility of deeper learning, a group of veterinary science students volunteered to explore the use of videos while attending theoretical and practical lectures. In this qualitative study, the participants tried out a variety of devices to take short videos of procedures and were actively involved with the learning content as they organised and reflected on the self-made videos. In spite of the critique against the use of mobile devices and the apparent shallow learning contribution of videos, participants self-reported that watching the videos again and the processes that took place after the videos were made contributed hugely to their learning experience. Participants demonstrated that mobile devices can be used constructively, and through a process of reflection deepen their learning experience. How the participants use the videos for learning can give lecturers new ideas on how they can use videos in their classes.