Try out PMC Labs and tell us what you think. Learn More. Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information-delivery mechanism in online courses. Several meta-analyses have shown that technology can enhance learning e. Video may have particular value for student preparation in biology classes, in part because students may find it more engaging Stockwell et al. The medium is not inherently effective, however; Guo et al.
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COGNITIVE LOAD
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Mar 11, AM. They function across multiple platforms and are easily accessible for almost any level of student. They lend themselves to a wide variety of academic applications limited only by the creativity of the instructor.
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Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs. Several meta-analyses have shown that technology can enhance learning e. In order for video to serve as a productive part of a learning experience, however, it is important for the instructor to consider three elements for video design and implementation:. Together, these considerations provide a solid base for the development and use of video as an effective educational tool. One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive Load Theory, initially articulated by Sweller and colleagues , , , suggests that memory has several components see the figure. Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity.
Teachers are always striving to show more and tell less when introducing students to new information, concepts, and skills. New teachers often struggle to find ways to amplify their curriculum. Video clips can be a great tool to assist students in gaining that deeper understanding of content. Building background knowledge on a topic. We also know, from much research, that using visuals is key for those acquiring a new language. In California and many other U. Images and videos support the learning of new content, concepts, and ideas. An example: In a level one English language development class, students are in the early stages of their journey acquiring English.
