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Using publicly available video content to support learning in Higher Education An exploration of students' perceptions of the efficacy of the approach

Author Paul Dervan
Abstract The use of video content to communicate knowledge, skill and understanding is ubiquitous. There are now over 1 billion users using the YouTube service with 300 hours of content loaded every minute. Moreover, YouTube has grown to include content from 300 colleges and universities and the collection has grown to 65,000 videos, including 350 full courses from leading universities, including MIT, Stanford, UC Berkeley, UCLA, Yale, and Columbia. Furthermore, many online learning providers are offering access to video content in order to support learning (e.g. Coursera, Lynda.com, Khan Academy,) The author has been using video clips as part of their business lectures and tutorials delivered to undergraduate students (both part-time and full-time) at the Institute of Technology, Blanchardstown in Dublin for the past number of years. Video content used in-class and posted on the College's Virtual Learning Environment (VLE): Moodle is used as follows: Explanation and elaboration of concepts, To introduce real world examples which illustrate theoretical concepts, As part of an assessment strategy whereby students identify videos on specific topics (e.g. organisational change) and are required to prepare a written summary promoting the video clip to their peers. This research paper explores the efficacy of using video clips in-class to support student learning in higher education and develops practical guidelines in order to maximise the pedagogical effectiveness of the approach
Keywords Video, Engagement, YouTube, Student, Efficacy, Learning, Understanding, Higher, Education, VLE, Moodle, Free, Learnin
Published In ICEP Proceedings 2015
Date 2015
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