ABSTRACT

Videos, made by teachers to meet specific learning outcomes, are afeature of the technological enhanced learning revolution that is sweeping through higher education. Pedagogical research into teaching videos has been broadly positive and focussed on their benefits for students’ experience as well as how specific features of films can enhance learning and attainment. Although these studies are useful, few consider the perceptions of the students who watch the films and the teachers who make them. This article focuses on astudy conducted with distance learning students and teachers from one university in England to discover their attitudes to teaching videos. The exploratory study found that although amajority of distance students like and watch the videos, asignificant proportion give good reasons for not doing so. The main finding from the research is it is the quality of the teacher, as opposed to the affordances that technology offers, that is perceived to have the most impact on student learning. The findings are significant as the development of teaching videos can be expensive and they will help higher education teachers make wiser pedagogical decisions about when to use videos, and of what type.

摘要

为满足特定的学习成果而由教师制作的视频是席卷高等教育的技术增强型学习革命的特征。对教学视频的教学研究一直是积极的，并着重于视频对学生体验的好处以及电影的特定特征如何增强学习和学习水平。尽管这些研究很有用，但很少有人考虑看电影的学生和制作电影的老师的看法。本文重点研究与英格兰一所大学的远程学习学生和老师进行的研究，以发现他们对教学视频的态度。这项探索性研究发现，尽管许多远程学生喜欢并观看视频，但是相当大的比例是不这样做的充分原因。该研究的主要发现是，教师的素质与技术所提供的能力相反，被认为对学生的学习影响最大。这一发现意义重大，因为教学视频的开发可能非常昂贵，并且将有助于高等教育教师就何时使用视频以及使用哪种类型做出明智的教学决策。