{"id":53543,"date":"2020-08-11T08:00:26","date_gmt":"2020-08-11T15:00:26","guid":{"rendered":"https:\/\/world.edu\/?p=53543"},"modified":"2020-08-10T13:41:27","modified_gmt":"2020-08-10T20:41:27","slug":"videos-wont-kill-the-uni-lecture-but-they-will-improve-student-learning-and-their-marks","status":"publish","type":"post","link":"https:\/\/world.edu\/videos-wont-kill-the-uni-lecture-but-they-will-improve-student-learning-and-their-marks\/","title":{"rendered":"Videos won\u2019t kill the uni lecture, but they will improve student learning and their marks"},"content":{"rendered":"

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\nIn response to COVID-19, almost every university has scrambled to move its teaching online.<\/p>\n

To do this, academics have been choosing between two approaches: live videoconferencing using tools such as Zoom, or pre-recording videos and posting to platforms such as YouTube.<\/p>\n

Previous reviews have shown\u00a0videoconferences are an okay substitute for classes<\/a>, but what about videos?<\/p>\n

What do students say?<\/strong><\/h4>\n

Previous reviews have looked at student preferences for online learning as opposed to face-to-face lectures and\u00a0they do not find any differences<\/a>. Even when teachers make monumental efforts to create flipped classrooms, where they provide online videos before interactive workshops,\u00a0there are no differences in student satisfaction<\/a>.<\/p>\n

So students don\u2019t mind whether they learn online or face-to-face. We academics care about satisfying students, but we also want to make sure students learn new things.<\/p>\n

Student learning is totally\u00a0unrelated to student satisfaction<\/a>. Student satisfaction is more closely related to their\u00a0teacher\u2019s physical attractiveness<\/a>. So we wanted to see whether videos increased or decreased student learning for mugs like us.<\/p>\n

Videos improve learning<\/strong><\/h4>\n

We did a\u00a0systematic review<\/a>\u00a0to see what happens when videos replace classes. We searched for every best-practice study that measured learning after university students were given videos.<\/p>\n

To make sure we were looking at real learning differences, not just student preferences, we excluded studies that only asked for opinions and those that were not randomised.<\/p>\n

We found more than 100 studies. A quarter gave videos in addition to existing content. As you\u2019d expect, students who got extra content learned more.<\/p>\n

This means teachers giving face-to-face lectures can significantly improve student learning by also offering videos (before or after class). When videos accompanied existing methods, there were huge benefits for student learning.<\/p>\n

But what about when we swapped existing face-to-face learning for videos, as many teachers are now having to do?<\/p>\n

We found 83 studies that replaced some type of teaching with videos. About 75% of the time students learned more when given a\u00a0video instead of a class<\/a>.<\/p>\n

On average, the effects are small (about +2 marks) but consistently favour videos. Effects are much larger when videos replace books (+7 marks), or when videos are used to teach skills (+6 marks) instead of knowledge.<\/p>\n

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Dear #Academia<\/a>, we’re better on YouTube. See our new systematic review: https:\/\/t.co\/AKaJ2YFYEV<\/a>
\nIt’s probably because we can edit and students can skip. If you want to make better #distancelearning<\/a> videos during #COVID19<\/a>, this might be a good start https:\/\/t.co\/RAwGXwJrJi<\/a> #Video<\/a> pic.twitter.com\/bYmg9XlBGp<\/a><\/p>\n

\u2014 Michael Noetel (@mnoetel) May 20, 2020<\/a><\/p><\/blockquote>\n