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Learning Technology Integrations

Videos in the Course: Enhancing Learning with Multimedia

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Keeping students engaged in a lesson can be challenging. Instructors nowadays are using multimedia tools to complement and enhance instruction due to 1) decreasing student attention spans and 2) the limited time instructors have available to create informative courses. 

Videos can be a valuable tool for enhancing student learning in the classroom through multimedia. According to Mayer (2017), the cognitive theory of multimedia learning asserts that videos can help students learn by providing both auditory and visual information, which can improve their understanding and retention of information. 

In a recent survey conducted by Kaltura (2018), “92% of students said that videos helped them learn effectively” (p.4). Students are more likely to retain material, feel secure in their knowledge of a subject, and, as a result, report higher levels of educational satisfaction when they are interested in and satisfied with the course of study (Kaltura, 2018). 

Doolittle and Hicks (2003), discovered during their research that students were more involved and interested when multimedia was used in the classroom. Additionally, the study discovered that students who were exposed to multimedia in the classroom understood the content more thoroughly than those who were not (Doolittle & Hicks, 2003). Similar results were obtained in a study by Mayer and Moreno (1999), which revealed that students who were exposed to multimedia materials learned more than those who were just exposed to text-based resources. 

How Can Videos Enhance Student Learning? 

To achieve the greatest benefits from using videos in your course, instructors should think about how it best integrates into their learning outcomes and assessment activities. It is necessary to provide clear communication on the purpose of watching videos in the course. Effective videos, regardless of purpose, need planning. Let’s look at some of the ways videos can be used in the classroom to enhance student learning: 

As an Introduction to New Topics. Videos can be used to introduce a new topic or idea. Instructors can help students understand the relevance and context of the material they will be learning.  This can be achieved by playing a video that provides an overview of a real-world example of the topic (Mayer, 2017). Guo et al. (2014), discovered that the use of brief introductory videos (chapters, modules, courses, etc.) dramatically increased student interest and performance in online courses. 

To Facilitate Discussions. By encouraging students to interact with the content through conversations or reflections, videos can be utilized to encourage active learning. For instance, instructors can pause the video at specific points to encourage students to discuss how the material in the video relates to their practical experiences and the course content (Gagne & Briggs, 1979). 

To Demonstrate Procedures. Videos can demonstrate animations, experiments, or other presentations that are challenging and costly to recreate in a classroom environment. These illustrations can help students to comprehend difficult or abstract ideas (Mayer, 2017). 

In a Flipped Classroom. Instructors can use videos as part of a flipped classroom model where students watch videos outside of class and use class time for discussion and learning activities. Each student can watch the video at their own pace; pausing it,  rewinding it, or adjusting the speed and volume, for a better experience. Students can control the information flow in this way, allowing them to take notes or do tasks without missing any information.

Overall, videos can be a valuable tool for enhancing student learning in the classroom. By using videos effectively, instructors can help students better understand complex concepts, foster discussion, and engagement, and support differentiated instruction. 

If adding videos or any other forms of multimedia into your course is of interest, but you need some assistance, just reach out to us via email or through Bookings. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track.

Additional Reading:

For more information about adding equity to your technology, check out this previous blog post.

References:

Doolittle, P. & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1): 72–104. https://doi.org/10.1080/00933104.2003.10473216 

Fyfield, M. (2022, July 13). 6 ways to use video effectively in class. Monash University. Retrieved April 27, 2023, from https://www.monash.edu/education/teachspace/articles/6-ways-to-use-video-effectively-in-class 

Gagné, R.M. & Briggs, L.J. (1979). Principles of instructional design (2nd ed.). Holt. Rinehart, and Winston. 

Gou, P, Kim, J, & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Association for Computing Machinery Digital Library. https://doi.org/10.1145/2556325.2566239

Kang, S. (2020). Crop woman browsing modern laptop [Photograph]. Pexels. https://www.pexels.com/photo/crop-woman-browsing-modern-laptop-6045364/   

Kaltura. (2018). Fifth annual state of video in education 2018: Insights and trends. https://corp.kaltura.com/wp-content/uploads/2018/07/The_State_of_Video_in_Education_2018.pdf  

Mayer, R. E. (2017). Using multimedia for e‐learning.  Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197   

Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368. https://doi.org/10.1037/0022-0663.91.2.358

Sherer, P., & Shea, T. (2011. Using online video to support student learning and engagement. College Teaching, 59(2), 56-59. https://doi.org/10.1080/87567555.2010.511313  

University of Hartford. (n.d.). 12 principles of multimedia learning.  https://www.hartford.edu/faculty-staff/faculty/fcld/_files/12%20Principles%20of%20Multimedia%20Learning.pdf  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.

Learning Strategies

Engaging Learners in the eLearning Classroom

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Due in large part to the growth of online learning platforms and remote employment, eLearning has gained in popularity. eLearning has several advantages, but it can also pose challenges for students, such as the lack of face-to-face interaction and the potential for distractions. To ensure that all students have successful and pleasurable learning experiences considering the continuous rise of eLearning, it is crucial to put learner engagement first (Gao et al., 2013).

Strategies to Enhance Engagement in the eLearning Classroom
Create Interactive Content

Interactive material is one of the best strategies to keep students interested in the eLearning classroom. This can include video quizzes, games, simulations, and other learning activities. These activities can motivate students to take an active role in their education. Students are more likely to remain motivated and engaged throughout the learning process when given interactive content (Abykanova et al., 2016).

Provide Opportunities for Collaboration

Collaboration in a course is useful to promote the following purposes: “fostering community, sharing information and perspectives, and applying critical thinking and problem-solving skills” (Gao et al., 2013, p. 478). This can be accomplished in the online classroom through discussion boards, group projects, or virtual study groups. Students can interact with their classmates by exchanging ideas and getting feedback on their work.

Use Multimedia

Engaging students using multimedia in the eLearning classroom is another useful strategy. This can contain audio files, infographics, movies, and other visual aids that might improve students’ comprehension and memory of the learning material (Zhang et al., 2006). Multimedia could also be an assistive tool for students who may need another form of instruction or a visual application, that is separate from text.

Provide Personalized Feedback

Personalized feedback is an essential part of the learning process. Quizzes, tasks, and evaluations in the eLearning classroom provide students with the opportunity for tailored feedback. Students can get a chance to understand their strengths and weaknesses, pinpoint areas for progress, and feel more encouraged to continue their educational journey.

Foster a Sense of Community

Taking an online course can be particularly isolating.  This can be especially true for students taking an asynchronous online course. Fostering a sense of community, by increasing social presence, can boost students’ motivation and engagement (Wei et al., 20212).  This lends itself to increasing the likelihood of students feeling more linked to both their teacher and their peers (Wei et al., 20212). For the best learning outcomes in the eLearning classroom, student engagement is essential. Teachers can keep students motivated and involved throughout their learning process by developing interactive content, allowing chances for collaboration, utilizing multimedia, delivering individualized feedback, and building a feeling of community. Engagement in the online environment can be difficult, but not impossible.  If you would like to learn more about different techniques and activities that can be easily incorporated into your online course, please let us know.  The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information on engagement through the use of interactive applications, check out this previous blog post.

For more information on social presence and the other presences that make up the Community of Inquiry model, check out this previous blog post.

References:

Abykanova, B., Nugumanova, S., Yelezhanova, S., Kabylkhamit, Z., & Sabirova, Z. (2016). The use of interactive learning technology in institutions of higher learning. International Journal of Environmental and Science Education, 11(18), 12528-12539. https://files.eric.ed.gov/fulltext/EJ1124626.pdf     Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483.             https://doi.org/10.1111/j.1467-8535.2012.01330.x    K, M. (2022). Woman engaging in her work duties [Photograph]. Pexels. https://www.pexels.com/photo/woman-engaging-in-her-work-duties-12911794/ Rotar, O. (2022). Online student support: A framework for embedding support interventions into the online learning cycle. Research and Practice in Technology Enhanced Learning, 17(2).             https://doi.org/10.1186/s41039-021-00178-4 Wei, C-W., Chen, N-S., & Kinshuk. (2012). A model for social presence in online classrooms. Education Technology Research and Development, 60(3), 529–545. https://doi.org/10.1007/s11423-012-9234-9 Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/10.1016/j.im.2005.01.004   Harihara Varma Aketi is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. He did his bachelor’s degree in Information Technology, and currently, he is pursuing a Master’s in Computer Science at Saint Cloud State University.