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Engagement with video content in the blended classroom
David P Smith1, Nigel J Francis2
1Department of Biosciences and Chemistry, Sheffield Hallam University, Sheffield SW1 1WB, U.K.
Essays in Biochemistry
|March 16, 2022
Summary
Blended learning uses pre-recorded videos for content delivery. This perspective offers a framework for creating engaging video materials and activities to improve student learning.
Area of Science:
- Educational Technology
- Higher Education Pedagogy
Background:
- Blended learning is increasingly standard for core content delivery in educational institutions.
- Pre-recorded videos, particularly screencasts, are the primary method for delivering educational content.
- The use of video in education is projected to rise as traditional lecture formats decline.
Purpose of the Study:
- To examine the utilization of video materials for educational content delivery.
- To provide strategies for enhancing student engagement with video-based learning.
- To establish a framework for creating effective video content and associated learning activities.
Main Methods:
- Review of theoretical literature on cognitive load and active learning principles.
- Integration of practical experience in delivering educational video content.
- Development of a framework based on theory and practice.
Main Results:
- Identified key principles for designing engaging video content.
- Proposed active learning strategies to complement video delivery.
- Established a framework linking cognitive load theory to video design.
Conclusions:
- Effective video content creation requires consideration of cognitive load.
- Active learning strategies are crucial for maximizing student engagement with educational videos.
- The proposed framework supports the development of effective blended learning environments.
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