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Los Angeles | London | New Delhi | Singapore | Washington DC | Boston
Great expectations:Student experience with video
Elisabeth Leonard, MSLS, MBAExecutive Market Research [email protected]
Los Angeles | London | New Delhi | Singapore | Washington DC | Boston
Why?
• SAGE is creating streaming video collections.• We want to know what students, faculty, and librarians
use video for so we can meet student, faculty, and librarian needs.
• We want to do research that informs us all.
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Methodology
• Literature review• Interviews with 9 students and 3 surveys with 1,673
students
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Demographics
• 42% from North America• 33% from Asia Pacific
• 113 from Australia, 347 from New Zealand, 103 from Singapore
• 19% from Europe• Less than 1% from South America.
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Demographics
• Undergraduate students: 49% • Graduate or postgraduate students: 33%
STUDENT CASE STUDIESMaking it personal
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Case study: Melinda, Economics major
• Can’t remember not watching videos• 90% of her classes include video• Looks for bias and authority• Appreciates her professor’s efforts
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Case study: Karen, Psychology major
• Watches video for most of her classes• Wants more advanced topics• Sees video as a way to bring the international academic
community to her device• Not aware of the library
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Case study: Cedric, Media studies major
• Watches video to analyze it• Often watches the same segment again and again• Unaware that library has streaming video, but does use
documentaries on DVD• Video not shown in all his classes
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Case study: Jeff, graduate student in instructional design
• Use includes live streaming video of the classroom• Watches 2 videos per class period• Wants videos to be short or in chunks• Sees videos as a way to scaffold learning
It is shown in the classroom.
(64%/62%/55%)
To illustrate a point in a presentation. (18%/15%/12%)
To understand course material (59%/59%/52%)
To learn practical skills. (34%/28%/33%)
To hear another point of view. (29%/28%/32%)
It is assigned from a reading lists for classroom prep
(43%/27%/42%)
Why they watch
For extracurricular reasons.
Never watch videos (5%/4%/8%)
It is assigned as supplemental (41%/30%/42%)
I often watch or read extra
curricular material as I want to learn as much as I can.
.
Courses have online catch-up lectures if you were unable to
attend.
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Where they find video
• YouTube (71% / 74%)• Class web page (43% / 51%)• Google search (45% / 35%)• Library (32% or 35%)
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Generalizations
• Easily bored/distracted, but want to learn• Looking for something just right• A large part of their educational experience has included
video• They actually say “flipped classroom”• Tend to watch 2-8 minutes
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On the length….
• “I strongly suggest that educational videos should have a maximum time length of 30 minutes rather than an hour long.”
• “10-15 minute videos are the best, especially when they supplement material already covered in class. Helpful because you can go back and watch at your own pace.”
• “I think that the best length of an educational video is about 5-10 minutes. Any more than that and I tend to switch off.”
• “If I am very interested in a topic then I will be more likely to watch the whole video.”
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What makes for ‘bad’ video
• Monotone speakers“Anything where the narrator doesn't speak in a monotone. It would also be more effective if they were short and sweet in length.”
• Wrong audience level • Not easily identified as relevant• Odd sounds or bad audio• Distracted speakers
.
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Recommendations
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When selecting or creating video
• Look for• Engaging speakers• Relatable examples• Practical applications of theoretical concepts• Infographics, colorful visuals, or diagrams • Humor
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Andy Field
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TedEd
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Khan Academy
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Make it worth the time
• Know why you want to use video. • Inform students WHY they are watching.• Use video that clearly meets the objective.• Use video that challenges students to think differently
and show that you are willing to be challenged too.• Don’t stick with the same video year after year. Unless it
is really that good.
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It’s not a preference for everyone, including traditional age students
In their own words….
I rather go to lectures in person Undergraduate, health sciences major
No need to at the moment. Undergraduate, business major
I like to read. (1st year undergraduate)
Teach to all learning styles
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Questions?
• Email [email protected]• White paper is freely available at
www.sagepub.com/repository/binaries/pdfs/StudentsandVideo.pdf
