Using Video in the Classroom for Effective Instruction
Videos are media that enhances engagement of viewers from various senses and can yield excitement about a particular subject. It is now common for learning institutions to use audio and visual materials to enhance the teaching of learners by capturing their attention and increasing their motivation in class. Learning content and the technology have seen significant advancement leading to increased availability and value of audio-visual learning materials in a classroom. However, educational videos are nothing new since they were first used to train soldiers during the World War 2 using filmstrips. Recent developments have seen better educational standards-based visual materials designed particularly as supplementary classroom tools. Filmstrips have been replaced by cable TVs and versatile DVDs and laserdiscs. The recent digital technology has further escalated video learning, and studies indicate that the use of audio-visual in classrooms has grown rapidly in the past two to three decades. But then, why the fast adoption of audio-visuals by educators?
A study conducted by Billsberry, Charlesworth, and Leonard (2-7) summarizes the importance of educational television and video. Use of this technology results in the reinforcement of reading and lecture materials facilitates the development of a common base of acquiring knowledge and skills among learners and heightens learner comprehension and discussion. Audio-visual learning also enables provision of greater accommodation and diverse teaching styles and techniques and raises the motivation and enthusiasm of a learner. Finally, using videos to teach enhances the effectiveness of a teacher or instructor. There are a lot of video ideas that instructors put into use to achieve the desired importance, to the learners and their advantage. Instructors can prepare course welcomes or outlines, icebreakers, launch group discussions, give simulations or demonstrations, present student projects, and show how-to videos(“Why Use Video? | The Center for Teaching and Learning | UNC Charlotte”). The common significance of using video in classrooms for effective instructions is discussed in detail below:
Videos Facilitate Thinking and Problem Solving
Unlike theoretical learning, videos enhance a close connection between visual hints, processing memory, and a call back of new knowledge. Videos images coupled with sound become insightful in communicating the concept but in the end, the learner also learns a wide range of skills. For instance, watching a video where the host is solving various issues successfully, the learner acquires problem-solving skills that are important in everyday life. An example in the classroom is first aid class whereby an instructor can show videos of how learners should act in certain health emergency situations such as cardiopulmonary resuscitation (CPR) to someone who has stopped breathing or collapsed. Therefore, the video boosts the learner’s thinking ability and further imparts him/her with problem-solving skills.
Videos Inspire and Engage Students
Digital video teaching and reporting inspires and engages students in a classroom when they are applied in learning activities. This is through increased student motivation, enhanced learning experience, higher grades or marks, development of learner autonomy, and a better teamwork and communication skills. Students have a better chance to get a deeper understanding of the subject or concept. Instructors could offer the necessary engagement and inspiration to students by showing videos relating to great ideas or people that could move or inspire the students. Entertaining and educational videos then could make the students enthusiastic hence they would be able to grasp all the ideas or concepts being taught through the video(“Pedagogical Benefits of Video for Teaching and Learning – The University of Queensland, Australia”).
Videos Facilitates Mastery Learning
Videos are ideal for instructors when they are teaching and demonstrating complicated processes or procedures. Students are advantaged because they can view the video as many times as they want until they master the procedures. The learners can recall video teaching better than the normal theoretical lecture teaching because of the images that easily stick in their mind due to the ability to watch repetitively. Furthermore, there is growing the use of interactive Internet media with video players that can be used to enhance active viewing by students. The web-based videos offer advantages because they are available anytime as long as one is connected to internet hence learners can be able to view them when they need them. The videos reinforce of reading and lecture materials and boosts their comprehension and discussion towards achieving mastery learning (Squire and Jenkins 38).
In conclusion, video learning is an important element in passing knowledge in the current era. It is through video learning that educators could be able to make learners more enthusiastic, more motivated, and reinforce their understanding of various concepts. However, educators ought to prepare the use of videos by regular review of contents before applying them in classrooms. Reviewing will enable them to establish a clear purpose for viewing by students and decide what selection best suits that purpose. There is the need to seek and identify the value of a video by selecting the one that highly correlates to the extent it integrates with the curriculum. It is clear that digital technology has opened more opportunities for learning hence schools should keep up-to-date with the technology. The highly interactive web video technologies should be embraced because they offer a better learning experience (Walser 8-22)
Billsberry, Jon, Julie A. Charlesworth, and Pauline Leonard. Moving Images: Effective Teaching with Film and Television in Management. Charlotte: Information Age Pub, 2012. Print.
“Pedagogical Benefits of Video for Teaching and Learning – The University of Queensland, Australia.” Homepage – The University of Queensland, Australia. N.p., 2016. Web. 28 Apr. 2016.
Squire, Kurt, and Henry Jenkins. Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New York: Teachers College Press, 2011. Print.
Walser, Nancy. Spotlight on Technology in Education. Cambridge: Harvard Education Press, 2011. Print.
“Why Use Video? | The Center for Teaching and Learning | UNC Charlotte.” Welcome to the Center for Teaching and Learning | The Center for Teaching and Learning | UNC Charlotte. N.p., 2016. Web. 28 Apr. 2016.