By the end of this lesson, students will be able to: Discuss
the advantages and disadvantages of recorded video versus live
feed. Discuss the hardware and software needed.
Slide 4
Introduction to video instruction Difference between
Synchronous & Asynchronous Hardware & Software Advantages
& Disadvantages Quiz Evaluation
Slide 5
Most forms of learning, distance or otherwise, have some form
of content as the basic teaching material. Additionally, good
pedagogical practice typically includes instructional strategies
that support learner interaction with the content. -Kanuka, H.
(2011)
Slide 6
According to Surprise and Mitchell (1994), videos can be
effective if used properly. The authors suggested that using videos
to introduce material, to help learners visualize the key points of
a concept, to relate them to other concepts, and to help students
see real world applications of ideas explored in the classroom
(p.533) was most effective. - Surprise & Mitchell (1994)
Slide 7
For video lectures to be most effectively used by students,
they should appeal to students learning style preferences. -
Brecht, H. & Ogilby, S. (2008)
Slide 8
Videos have been used in traditional class settings. As
technology has advanced, the use of videos as also increased.
Today, videos are being used in virtual schools and distance
education, as well as traditional classrooms.
Webcam Microphone Video creating & editing software
Examples: iMovie, Windows Movie Maker
Slide 12
Webcam Microphone Video streaming software
Slide 13
Slide 14
Synchronous Interactive Immediate response to questions Sharing
of knowledge Immediate access to the instructor Asynchronous
Convenient Flexibility Self-paced More time for thought on
questions Accessible for review
Slide 15
Synchronous Requires a set time Requires a set location More
restricted Asynchronous Minimal participation Time for feedback or
responses
Slide 16
Slide 17
Brecht, H. D., & Ogilby, S. M. (2008). Enabling a
comprehensive teaching strategy: Video lectures. Journal of
Information Technology Education, 7. Choi, H. J., & Johnson, S.
D. (2007). The effect of problem-based video instruction on learner
satisfaction, comprehension and retention in college courses.
British Journal of Educational Technology, 38(5), 885- 895. Kanuka,
H. (2011). Interaction and the online distance classroom: Do
instructional methods effect the quality of interaction? Journal of
Computing in Higher Education, 23(2-3), 143-156. Skylar, A. A.
(2009). A comparison of asynchronous online text-based lectures and
synchronous interactive web conferencing lectures. Issues in
Teacher Education, 18(2), 69-84. Sturgeon, R. (2011).
www.youtube.com/watch?v=3SPBjwelGt0. Suprise, S. J., &
Mitchell, N. L. (1994). Effective use of video in interactive
modules. Retrieved from www.csa.com on November 20, 2011.