Evidence and Strategies for Lecture Videos

With the pandemic behind us, one positive outcome of that experience is that we now have more options for delivering material to students. Although using videos isn't new, my experience in PA education is that we prefer in-person live lectures because most programs are campus-based. Overall, we are using videos more than we did before, and while you may have your own opinion about whether you like them or not, let me share what the research shows us.

Current research supports that using recorded instructional videos positively impacts student learning (Noetel et al., 2021; Terada, 2022). In this article, I will discuss the evidence-backed reasons for using recorded video lectures and strategies to make them effective.  

Evidence and Strategies 

Keep the videos short!   

From the fields of neurobiology and cognitive psychology, we know that short-term working memory is limited. Still, it can be improved by breaking down information or content into smaller components or pieces and by connecting it to previously learned material or experiences. Breaking down content into smaller learning segments can enhance the capacity of short-term memory, comprehension, and retention (Orlando, 2016, 2019; Sousa, 2011; Terada, 2022; Willis, 2006).  

Therefore, when recording a lecture, instead of making one 50-minute or longer lecture into one video (which is a challenge in itself), break the video into shorter recorded segments, such as 10 or 20-minute segments. Why? Because studies report that students are more likely to completely watch a video when it is shorter, whereas, with a long one, they are likely to walk away or not finish watching it at all (Mendez-Carajo & Wolla, 2019; Pomales-Garcia & Liu, 2006). When a 55-minute lecture was broken down into several 8-minute recorded sections, student viewing increased by 25%, along with academic performance (Zhu et al., 2022). Creating these shorter videos also allows students to go back and quickly review those videos with concepts they didn't understand well without having to search through a 50-minute or longer video. (Parisi & Thornton, 2016). 

I have found that including the length of time in the video title in my work with recorded lectures is helpful. For example, if a student knows the video is only 12 minutes or 20 minutes, they are more likely to commit to the time to watch the full video because they know how much time it will take.  

Another aspect that helps working (short-term) memory and enhances the movement of information into long-term memory (retention) is when new learning is connected to prior knowledge or experience (Freeman & Walsh, 2013; Immordino-Yang, 2016; Lovett et al., 2023; Willis, 2006). Think about ways you can help students make these connections with your video narrative and visuals, as well as task assignments and activities. 

Include engagement components 

It's one thing to hope the students will watch the video all the way through, but we can support them to do so by making the video engaging through the intentional incorporation of tools that require student engagement (Terada, 2022). In a 2024 study done by a team from MIT, Harvard, and Berkeley, they found that the most significant indicator of engagement time was directly related to video length (Guo et al., 2014). 

You can create engagement in several ways, including pre-video questions or a survey, pause points during the video when students must answer a question or complete a task before continuing, and a post-video assignment. Using reflection, quizzes, and surveys, asking students to put what they learned in their own words, and giving them questions to answer or problems to solve using the concepts in the video are all ways to engage the students. Using pop-up questions embedded within the video increased student engagement and stimulated learning (Haagsman et al., 2020). Depending on your learning platform, the comments section, a discussion board, or chat spaces for students to post their responses and comments can also be helpful. For question embedding tools, check out Edpuzzle or Screencastify. 

Supports learning through review and flexible learning 

A significant benefit of recorded lecture videos is that they allow students to rewind, repeat, and review the material presented, giving them control over their learning, unlike live lectures. Recording lectures allows students to pace themselves, gives them autonomy around when they choose to engage in learning, and allows them to review and revisit points they don't understand. Recorded videos can also reduce student stress and anxiety because they know they can re-listen to a point they didn't understand and have more control over their learning speed. This reduces cognitive load (Noetel et al., 2021). They can also take notes without being hurried or worried they missed something the instructor said. In essence, they can be more present and attentive during learning, which fosters retention. Adding a post-video self-reflective assignment like the Muddiest Point can help faculty see where students are still confused. 

However, it is essential to note that the video's quality and nature also affect its effectiveness. This includes attention to length and the use of well-placed, engaging learning activities. Research has shown that students prefer videos in which the instructor uses a natural, conversational, and enthusiastic tone (Farah & Barnett, 2019).

Recording videos is only one tool in the many available to faculty, and like any tool, it can be overused to the point of student dread. I'm sure you have heard the student complaint: death by Powerpoint. Since we tend to be an in-person-focused teaching program, it is vital to consider the pros and cons of recording every lecture. To do so creates additional challenges, including financial, server storage capacity, and the potential for students to disengage from attending lectures. The key is for us to use diverse methods, approaches, and teaching tools to support student learning and success.

References 

Farah, K., & Barnett, R. (2019, August 20). A 5-step guide to making your own instructional video. Edutopia. https://www.edutopia.org/article/5-step-guide-making-your-own-instructional-videos/  

Freeman, G. G., & Walsh, P. D. (2013). You can lead students to the classroom and make them think: Ten brain-based strategies for college teaching and learning success. Journal on Excellence in College Teaching, 24(3), 99-120. 

Guo, P. J., Kim, J., & Rubin, R. (2014, March) How video production affects student engagement: an empirical study of MOOC videos. Proceedings of the first ACM conference on Learning. doi:10.1145/2556325 

Haagsman, M.E., Scager, K., Boonstra, J. et al. Pop-up Questions Within Educational Videos: Effects on Students' Learning. J Sci Educ Technol 29, 713–724 (2020). https://doi.org/10.1007/s10956-020-09847-3 

Immodino-Yang, M.H. (2016). Emotions, learning and the brain. New York: New York, W.W Norton and Company.  

Lovett, M.C., Bridges, M.W., Dipietro, M., Ambrose, S.A., & Norman, M.K. (2023). How learning works: 

7 research-based principles for smart teaching. Jossey-Bass. 

Méndez-Carbajo, D., & Wolla, S. A. (2019). Segmenting educational content: Long-form vs. short-form online learning modules. American Journal of Distance Education, 33(2), 108–119. doi.org/10.1080/08923647.2019.1583514 

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204-236. https://doi.org/10.3102/0034654321990713 

Orlando, J. (2016). Apply neurology to online videos. The Teaching Professor. https://www.teachingprofessor.com/applying-neurology-to-online-videos/ 

Orlando, J. (2019, November 9). Chunking content: A key to learning. The Teaching Professor. https://www.teachingprofessor.com/topics/online-learning/chunking-content-a-key-to-learning/ 

Parisi, S., & Thornton, D. (2016, June 24). Tips from the pros: Tips for effective video instruction. The Teaching Professor. https://www.teachingprofessor.com/tips-from-the-pros-tips-for-effective-video-instruction/ 

Pomales-Garcia, C., and Liu, Y. (2006). Web-based distance learning technology: The impacts of web module lengths and format. American Journal of Distance Education.20(3). 163-179.  doi.org/10.1207/s15389286ajde2003_4 

Sousa, D. A. (2011). How the brain learns (4^th ed.). Thousand Oaks, CA: Corwin. 

Terada, Y. (2022, November 11). 6 Research-based reasons to record important lessons. Edutopia. https://www.edutopia.org/article/why-you-should-be-recording-your-lectures/ 

Willis, J. (2006). Research-based strategies to ignite student learning: insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). 

Young, J.R. (2020). Want to learn more effectively? Take more breaks, research suggests. Retrieved from https://www.edsurge.com/news/2020-09-16-want-to-learn-more-effectively-take-more-breaks-research-suggests 

Zhu, J., Yuan, H., Zhang, Q., Huang, P-H., Wang, Y, Duan, S, Lei, M, Lim, E.G., & Song, P. (2022, September 22). The impact of short videos on student performance in an online-flipped college engineering course. Humanities & Social Sciences Communication, 9, Article 327. https://doi.org/10.1057/s41599-022-01355-6