Review
Version 1
Preserved in Portico This version is not peer-reviewed
When Video Improves Learning in Higher Education
Version 1
: Received: 28 December 2023 / Approved: 3 January 2024 / Online: 3 January 2024 (13:30:21 CET)
A peer-reviewed article of this Preprint also exists.
Trenholm, S.; Marmolejo-Ramos, F. When Video Improves Learning in Higher Education. Educ. Sci. 2024, 14, 311. Trenholm, S.; Marmolejo-Ramos, F. When Video Improves Learning in Higher Education. Educ. Sci. 2024, 14, 311.
Abstract
The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance learning. Initial reviews have suggested only limited potential for the use of video in higher education. More recently, a systematic review of studies on the effect of video use on learning in higher education, published in the prestigious Review of Educational Research, found, overall, effects to be positive. In the present paper we critique this study and provide some needed clarity to the state of research on learning via video in higher education. We reveal significant gaps in the study methodology and write-up and use a cognitive processing lens to critically assess and reanalyse study data. We found results of this study to be only applicable to learning requiring lower-level cognitive processing and conclude, consistent with prior research, learning benefits remain limited.
Keywords
Video; educational technologies; cognition; meta-analysis; taxonomy of learning,; online learning; disciplinary thinking
Subject
Social Sciences, Education
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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