Effective Teaching and Videos
For decades, we have been enhancing our instruction with video in a wide variety of context, quality and applications. Some of us have shared our screens and shown video synchronously; others asking students to view videos between sessions; and perhaps we have explored screen capture or voice over presentation materials for real-time or asynchronous viewing. As we continue to think more intentionally about how we can integrate videos into our online courses, I would like to share research on the effects of Live Composite Video Lectures by Rosenthal and Walker (2020).
Live composite videos use color keying (similar to green screens), but require only a uniform backdrop and do not require post-production. The compositing uses two layers: the video of the instructor and the slides (here is a step-by-step video of how to create one using free open source OBS or Spacedesk).
Results of this study showed the perceived quality of and student preference for live composite lectures is not different from that of traditional lectures. Results also showed the live composite format is superior to voiceover and picture-in-picture formats in terms of attention, positive emotion, experiential attitude, preference, perceived quality, and instructor social presence. Although the authors found no differences in short-term learning among lecture formats, the live composite method resulted in a better subjective experience.
The paper reminds us of the substantial literature on the topic of videos for learning. "Although there is mixed evidence about the benefits of online learning over traditional instruction (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012; Wammes & Smilek, 2017), there is sufficient data to suggest online learning works well when it is designed well. The format of video lectures when presenting online can affect learning outcomes. (Korving, Hernández, & De Groot, 2016; Wang & Antonenko, 2017). Research in this area draws on evidence that learning requires attention, and certain lecture formats are more conducive than others to gaining and maintaining attention. It is also important to account for emotional and social processing."
Tangent research on using videos to build instructor social presence and a learning community can be found in Marshall, Love & Scott (2020) paper on Student Perceptions of Video-Based Writing Feedback. The authors used a seven-point framework based on undergraduate writing feedback literature. They explored student perceptions in written and video formats. Most participants preferred the video-based feedback. This was found to impact the relationship students formed with the instructor and support student growth.
Rosenthal, S. & Walker, Z. (2020) Experiencing Live Composite Video Lectures: Comparisons with traditional lectures and common video lecture methods, International Journal for the Scholarship of Teaching and Learning, 14(1). Available at: https://doi.org/10.20429/ijsotl.2020.140108
Marshall, D., Love, S. & Scott, L. (2020) It's Not Like He Was Being a Robot: Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework," International Journal for the Scholarship of Teaching and Learning, 14(1). Available at: https://doi.org/10.20429/ijsotl.2020.140110
