As the shift to remote learning pushed educators to explore new methods for engaging students, the utility of instructional videos emerged as a valuable tool (Choi, 2021; Moorhouse & Wong, 2022). While live video lessons were initially common, many teachers transitioned to creating pre-recorded content that allowed students to access materials at their convenience. This evolution has introduced exciting possibilities for both remote and in-person teaching.
Research reveals an ongoing debate about whether teachers should create original instructional videos or curate existing ones (Fleagle et al., 2018; Maher et al., 2015). Whether videos are sourced from YouTube, a school’s Learning Management System (LMS), or a teacher’s own library, they offer versatile applications when integrated into the classroom setting. Educators looking to explore various formats of instructional video can reference a taxonomy of video types to broaden their instructional methods and make content more accessible and engaging for students.
Flipped Learning Model: One widely recognized approach that leverages video content is Flipped Learning, where students review instructional videos at home and engage in interactive activities during class time (Sams & Bergmann, 2013; Bergmann & Sams, 2014). While the popularity of Flipped Learning has grown, its academic impact remains modest. Studies like those by Bredow et al. (2021) and Li Cheng et al. (2019) suggest that while flipped classrooms yield some positive outcomes in higher education and secondary settings, the gains are moderate and often comparable to traditional lectures.
Multimedia Learning Theory: Beyond Flipped Learning, Mayer’s Multimedia Learning Theory (2002; 2005) demonstrates the effectiveness of videos over single-mode materials, like PowerPoints or worksheets, particularly in controlled environments. With instructional videos offering a rich multimedia experience, they present an opportunity to diversify learning materials, especially as traditional resources such as worksheets, PowerPoints, and textbooks dominate classroom settings.
For educators interested in using video to enhance their instructional methods, here are six proven strategies:
Recorded Direct Instruction: A staple of instructional video usage, recording direct classroom instruction allows students to revisit lessons anytime. This “video-on-demand” style is frequently used in universities and by educators like Eddie Woo, who records math lessons to extend learning beyond class hours.
Shared Classroom Viewing: Turning the classroom into a “cinema” experience can create an interactive environment where both students and teachers engage with video content together. Teachers can pause videos for discussion, allowing students to process and reflect on the material socially.
Partial Flip: In this model, some material is completed at home, while other parts are addressed in class. This format is ideal for introducing students to Flipped Learning by reserving rote learning tasks for at-home review, allowing for more interactive class time.
Station Rotation: With this approach, students move between stations with different video content, covering various topics. By organizing multiple video-based learning stations, teachers can provide a dynamic, interactive learning experience where students rotate to reinforce their understanding across subjects.
Blended, Flexible Model: Combining several instructional models, this approach is highly adaptable and tailored to student needs. By mixing direct instruction, flipped elements, and station rotation, teachers can offer a responsive teaching method that caters to diverse learning styles.
Full Flip: A model commonly used in universities, where all learning materials are reviewed by students before class. Class time is then dedicated to active, hands-on activities, discussions, or tutorials, with students arriving prepared to apply what they’ve learned.
Each approach offers unique advantages, helping teachers to diversify their instruction while reducing workload. Although student outcomes may not always show dramatic improvement, instructional videos bring a powerful shift to pedagogical practices, enabling educators to address varied learning preferences. By integrating instructional videos, teachers can transform their classrooms, making content more engaging and accessible for every student.
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