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The online video lecture: Examining the role of the communicator, the learner and the lecture in promoting effective learning.
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, , RMIT University, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper looks at the learning design and production elements of online video lectures. With the introduction of video to record face-to-face lectures in the 1980s the resultant resources were viewed as generally useful to students who missed a lecture, had specific revision needs, or were studying off-campus. We suggest that there was insufficient consideration given to the learning design aspects of these resources. In the transition from traditional face-to-face to online and blended learning environments, this oversight of pedagogical considerations has raised questions around the usefulness of video lectures in promoting and supporting learning. In this paper we examine the role of the communicator, the learner, and the lecture itself in promoting effective learning. Finally, we suggest that the cognitive load or student engagement experienced by students while viewing an online video lecture is a key factor in promoting effective learning.

Citation

McCrohan, R. & Palaskas, T. (2013). The online video lecture: Examining the role of the communicator, the learner and the lecture in promoting effective learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 167-175). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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