![]() ![]() In this article, we will discuss the importance of finding a good fit for the videos that instructors use in their courses, then discuss four methods for providing video lectures for an online, hybrid, or flipped course and the pros and cons of each method. Students learn best from instructors that enjoy teaching, not from those that force themselves to use the newest and most exciting technology just for the sake of the technology. Finding a method for creating videos that makes instructors comfortable is as important as providing videos that match students' learning style. These instructors find it difficult to give up their traditional lecture style. In addition to the difficulties in matching video style to student attitudes and learning style, the options for creating or sharing videos can discourage faculty members, especially those with little or no experience with the necessary technology. Other students are excited by the opportunity to hear from someone other than the assigned instructor, leaving them open to videos from other sources and frustrated when they hear from only one person. These students view videos created by other instructors or textbook authors as laziness or "cheating" by their instructor, even when the instructor has spent hours carefully compiling a set of videos that will teach the course material effectively. For example, students at some universities feel that they are entitled to current instruction from their assigned instructor. The wrong choice can lead to frustrations for both the instructor and the students, reducing engagement and retention while undermining the purpose for the shift to online, hybrid, or flipped classes. However, determining which option is best for a given class or teaching style can be daunting. Many options exist for instructors to create or share videos with their students. In this paper we address one of these challenges by discussing methods for replacing or supplementing in-class lectures with video lectures. Many instructors today learned from the proverbial "sage on the stage," consequently the shift away from lectures in class and keeping students engaged in video lectures online is challenging (King, 1993). Where instructors were trying to keep students awake in class, instructors are now trying to motivate students to watch the assigned videos and read the assigned chapters of the textbook (Silverthorn, 2006). Carefully preparing and delivering a lecture has been replaced with trying to decide whether to find a set of pre-recoded video lectures or to make them. In place of answering student questions during office hours, instructors are now struggling to give students sufficient one-onĀ one time in the classroom, without depriving other students of needed help. Instead of choosing a small set of questions to put into a homework assignment, instructors are now struggling to find or create a new set of active learning problems and cases that will engage students during classroom hours (Freeman, et al., 2014). However, moving instruction out of the classroom has also led to new challenges (Bichsel, 2013). ![]() They have also provided students flexibility in scheduling study time and given them control over the speed of course content (Baker, 2012). These new methods have allowed instructors to reach out to new students, introduce new pedagogy, and reinvent classroom activities (see Fulton, 2012, and Berrett, 2012). The demand for online instruction (Capra, 2011), hybrid classes (El Mansour & Mupinga, 2007), and "flipping the classroom" has increased dramatically in the past few years (see Bergmann & Sams, 2012, and Hamdam et al., 2013). Keywords: Video lectures, online learning, hybrid class, flipped classroom, student engagement In addition, the paper describes several best practices for creating videos based on first-hand experience. This paper examines the advantages and disadvantages of different methods of choosing or creating lecture videos and offers recommendations for each method. Video lectures relax some of the in-person constraints of distance and time, but instructors without prior experience can face difficulties incorporating these lectures into their courses. The ease-of-use and availability of video technology is a powerful tool. Porter, University of South Dakota, South Dakota, USA Thomas Tiahrt, University of South Dakota, South Dakota, USA That's a Wrap: Evaluating Different Methods for Creating Video Lectures The links to the discussion forum and quiz are found below. Then, you will participate in a discussion board with your fellow students and instructor and complete a ten-question quiz to evaluate your knowledge of this topic. First, you will read a scholarly article on the topic. In this unit, you will learn about the best practices for producing video-recorded lectures. 7 Technical Tips for Creating Recorded Lectures ![]()
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