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      Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

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      Publication date (Print):
      Journal: CBE Life Sciences Education
      Publisher: American Society for Cell Biology

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Educational videos provide an important content-delivery tool in many classes. Effective use of video is enhanced when instructors consider cognitive load, student engagement, and active learning. This essay reviews literature relevant to these elements and suggests practical ways instructors can use these principles when using video as an educational tool.

          Abstract

          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.

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          The Power of Testing Memory: Basic Research and Implications for Educational Practice.

          Henry L. Roediger, Jeffrey D Karpicke (2016)
          A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surprising phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educational settings. In this article, we selectively review laboratory studies that reveal the power of testing in improving retention and then turn to studies that demonstrate the basic effects in educational settings. We also consider the related concepts of dynamic testing and formative assessment as other means of using tests to improve learning. Finally, we consider some negative consequences of testing that may occur in certain circumstances, though these negative effects are often small and do not cancel out the large positive effects of testing. Frequent testing in the classroom may boost educational achievement at all levels of education.
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            Multimedia Learning

            Richard E Mayer (2009)
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              Increased structure and active learning reduce the achievement gap in introductory biology.

              David Haak, Janneke HilleRisLambers, Emile Pitre … (2011)
              Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students--without increased expenditures. These results support the Carnegie Hall hypothesis: Intensive practice, via active-learning exercises, has a disproportionate benefit for capable but poorly prepared students.
              Article 0 comments Cited 246 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Kathryn E. Perez: Role: Monitoring Editor
                Journal
                Journal ID (nlm-ta): CBE Life Sci Educ
                Journal ID (hwp): CBE-LSE
                Journal ID (pmc): CBE-LSE
                Journal ID (publisher-id): CBE-LSE
                Title: CBE Life Sciences Education
                Publisher: American Society for Cell Biology
                ISSN (Electronic): 1931-7913
                Publication date (Print): Winter 2016
                Volume: 15
                Issue: 4
                Electronic Location Identifier: es6
                Affiliations
                [1]Center for Teaching and Department of Biological Sciences, Vanderbilt University, Nashville, TN 37203
                Author notes
                *Address correspondence to: Cynthia J. Brame ( cynthia.brame@ 123456vanderbilt.edu ).
                Article
                Publisher ID: CBE.16-03-0125
                DOI: 10.1187/cbe.16-03-0125
                PMC ID: 5132380
                PubMed ID: 27789532
                SO-VID: f6b0018b-4218-4052-9052-f519fa0aec49
                Copyright © © 2016 C. J. Brame. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( http://creativecommons.org/licenses/by-nc-sa/3.0).
                License:

                “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.

                History
                Date received : 15 March 2016
                Date revision received : 21 May 2016
                Date accepted : 23 May 2016
                Categories
                Subject: Essay
                Custom metadata
                cover-date December 1, 2016

                ScienceOpen disciplines: Education
                Data availability:
                ScienceOpen disciplines: Education

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