How Distance Education Students Perceive the Impact of Teaching Videos on Their Learning

Autor/in	Harrison, Tom
Titel	How Distance Education Students Perceive the Impact of Teaching Videos on Their Learning
Quelle	In: Open Learning, 35 (2020) 3, S.260-276 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2019.1702518
Schlagwörter	Distance Education; Video Technology; Instructional Effectiveness; Graduate Students; Student Attitudes; Teacher Attitudes; Social Sciences; Teacher Developed Materials; Instructional Films; Film Production; Online Courses; Teacher Effectiveness; Foreign Countries; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtserfolg; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Lehrerverhalten; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lehrfilm; Filmproduktion; Online course; Online-Kurs; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Ausland
Abstract	Videos, made by teachers to meet specific learning outcomes, are a feature of the technological enhanced learning revolution that is sweeping through higher education. Pedagogical research into teaching videos has been broadly positive and focussed on their benefits for students' experience as well as how specific features of films can enhance learning and attainment. Although these studies are useful, few consider the perceptions of the students who watch the films and the teachers who make them. This article focuses on a study conducted with distance learning students and teachers from one university in England to discover their attitudes to teaching videos. The exploratory study found that although a majority of distance students like and watch the videos, a significant proportion give good reasons for not doing so. The main finding from the research is it is the quality of the teacher, as opposed to the affordances that technology offers, that is perceived to have the most impact on student learning. The findings are significant as the development of teaching videos can be expensive and they will help higher education teachers make wiser pedagogical decisions about when to use videos, and of what type. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01