Research use of video in higher education

1. "How do students experience teachers
self-produced video as
a learning resource?”
MAGNUS JOHANSSON OG MAGNUS NOHR

2. Magnus Johansson
- Adviser and supervisor Asker municipality
- Graduated as teacher in math and science
Magnus Nohr
- University in Østfold (HiØ) – department teacher training
- Teach ICT since 1996.
- Graduated as teacher
- Responsible for ICT for teachers since 2002

3. Main research question!
”How do students experience teacher self-produced video as
learning resource?”
To illustrate this, we also raised some research questions
FS 1 - Do the study pattern being different?
FS 2 – Are there differences experiences in different groups?
FS 3 - Which factors influence student experience?
FS 4 - How do students learning outcomes be using video?

4. Theoretical
framework
- Learning styles by Dunn og Dunn
- Paradigm shift / Disrupting Class
- Adaptiv learning

5. Two main articles
Exploring the use of video podcasts in
education: A comprehensive review of the
literature. Robin H. Kay (2012)
How video production affects student
engagement: an empirical study of MOOC
videos. Guo, P. J., Kim, J., & Rubin, R. (2014).

6. Flipped Classroom
Jonathan Bergmann
Aaron Sams
2007

7. FINDINGS

8. «Main research question».
2% 2%
5%
31%
60%
0%
10%
20%
30%
40%
50%
60%
70%
Svært lite fornøyd Lite fornøyd Hverken eller Fornøyd Svært fornøyd

9. Video or traditional teaching?
69%
31%
22%
4%
74%

10. "Are you spending more time on this study with video as a
learning resource, than a study of traditional teaching"
(disregard the time spent on transportation to and from
campus / school)?
0%
5%
10%
15%
20%
25%
30%
35%
Mer tid Påvirker ikke min tidsbruk Mindre tid Vet ikke
29% 29% 32%
11%
1

11. Where do you see the videos?
1

12. Which unit do you prefer to watch videos?
Enhet Prosent
PC / Mac 94%
Nettbrett 27%
Smarttelefon 10%
1

13. Conclusion - Students follow traditional study
pattern even when watching video.

14. Are there differences experiences in
different groups?
32 % menn
66 % kvinner.
2

15. Conclusion
There is little or no significant
differences between different
student groups as
- gender
- age
2

16. What factors influence the student
experience of video?
Factors that students emphasized as important was
• flexibility
• Technical quality of picture and sound
• The speaker's ability to communicate,
Factors that had little impact
• Length of the video, talking head
• Technical problems
3

17. What do you think about the length of
the videos used in this course?
Four out of five respondents believe
that video is used in the study are fit
long. We know that the length will
based on conversations with
institutions and subjects vary. The
videos are in other words not as too
short or too long.

18. Learning outcomes?
How do you feel that your learning has been through using
video as a learning resource?
4

19. Conclusion
- Students are satisfied with teacher's self-produced videos (PS)
- Use of video as a learning resource does not largely change the pattern of student study (FS1)
- There are small or no differences in student groups such as gender and age (FS2)
- Factors influencing perceptions are (FS3)
Quality video, teacher's communication ability, flexibility and degree of technical problems
- Many students experience a huge learning outcomes (FS4)

20. Arguments for video as a learning
resource
Students ....
1. can watch the videos where they want and when they want
(flexibility)
2. can repeat an auditory and visual teaching (learning style)
3. decide the pace at which they should watch the video
(customized learning)
4. become more motivated using video (can increase learning)
Read more? (in Norwegian)
https://oda.hio.no/jspui/bitstream/10642/2142/2/Johansson_No
or.pdf
Video
Flexibility
Learning
style
Customized
Learning
Motivating