Research has shown that creating a faculty presence can greatly enhance the learning experience in any course. The use of video and multimedia is an excellent way for instructors to build a faculty presence and increase student engagement. To that end, Instructional Technology and Design Services (ITDS) offers support for the integration of video and multimedia into Montclair State University courses. The ITDS Team can assist faculty in the creation of high-quality video in our professional studio and editing facilities.
The University has also adopted Panopto as a tool for creating engaging and accessible video. Panopto is an all-in-one video platform. It not only provides desktop lecture recording and automatic captioning services, but also offers pedagogical features to add learning interactions within a video. It is seamlessly integrated with the Canvas learning management system, and Montclair State’s solution of choice for recording lectures.
Below are some examples of the video and multimedia options created in our studio. Contact ITDS@montclair.edu for more information regarding Panopto or to set up a consultation with our Media Specialist.
Research on the use of Video and Multimedia
Research on the use of Video and Multimedia
Creating a Sense of Instructor Presence in the Online Classroom, Robert Kelly, Faculty Focus, 2014.
– Creating a sense of presence in online courses enhances the learning experience.
– One way to create that presence are videos that feature the instructor
– A good introduction can create a presence that gives a student an idea of who the faculty is.
Engaging Online Programs: 10 Ways to Enhance Instructor Presence in Online Programs,
Wiley Education Services, 2016.
Key suggestions: The importance of the introduction video
– Recommended time for intros is under 3 mins
– Videos should be high quality
“Welcome videos allow instructors to present their personality, share their passion for the subject matter, inform students of their experience with the material, and outline expectations.”
How to Structure Your Video, Thinkific, 2018.
3 components of a structured video:
– Main content and learning
– Call to action
What Makes an Online Instructional Video Compelling? Melanie Hibbert, Educause Review, 2014.
– Strategize videos to tie directly to course assignments and/or assessment
– Advise faculty members to use conversational language in production
– Encourage faculty to use humor and draw on past experiences
– Add audio/visual elements to the video that supplement the content
– Videos should not convey information that students could just read as text
– Produce high-quality videos (professional sound, lighting, and graphics are very important)
– Keep a four-minute length as a design consideration, especially when producing longer-form content lectures that can be broken up into shorter segments
How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos,
Guo, Kim, Rubin, 2014.
Large-scale study from MIT (data from 6.9 million video viewing sessions) suggests videos should be no longer than six minutes in length.
Ways to Use Video in Your Online Training Courses, Karla Gutierrez, Shift, 2015.
– Interviews, Bite Sized Tips, Demos, Video Tours, Animation
Twelve tips for the effective use of videos in medical education,
Chaoyan Dong, Poh Sun Oh, Medical Teacher, Feb 2015, Vol. 37 Issue 2, p140-145.
– Explain the pedagogical advantages first to the instructors
– Engage students in the video production (for example, engage nursing students in the lab)
– Orient students to the videos
Video Length in Online Courses: What the Research Says,
Barbra Burch, Research and Development Coordinator at Quality Matters, 2018.
Using Educational Animations in E-Learning, ispring, 2014.
- Animation can enhance learning but not for all educational videos. Some concepts are explained better through static images and text.
Best Types of Animations for your Online Course, Learning Studio, 2017.
- Different kinds of animations can enhance learning depending on what you are teaching. Depending on what you are teaching also determines what kinds of animations to use.
Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE-Life Sciences Education, 15(4), es6.
Geri, N., Winer, A., & Zaks, B. (2017, February) Probing the Effect of Interactivity in Online Video Lectures on the Attention Span of Students: A Learning Analytics Approach. Proceedings of the 12th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, Raanana: The Open University of Israel.
Kovacs, G. (2016, April). Effects of In-Video Quizzes on MOOC Lecture Viewing. In Proceedings of the Third (2016) ACM Conference on Learning@ Scale (pp. 31-40). ACM.
Obodo U, Baskauf S (2015). BSCI 111b: Introduction to Biological Sciences Laboratory, BOLD Fellows Project Gallery. (accessed 8 March 2017).
Schacter, D. L., & Szpunar, K. K. (2015). Enhancing attention and memory during video-recorded lectures. Scholarship of Teaching and Learning in Psychology, 1(1), 60.
Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323.