Getting Started with Blended Learning Videos | Faculty Focus

Photo: Anthony R. Sweat

Photo: Kenneth Alford

"“There’s just not enough time in class with students!” It’s a common faculty complaint, and when students are provided quality course materials they can use outside class, this blended learning approach gives faculty more time in class." notes Anthony R. Sweat, assistant professor at Brigham Young University and Ken Alford, professor at Brigham Young University. 

Photo: Faculty Focus

A variety of materials can be developed for use outside class. In this article, we’d like to focus on creating video content that students use for a blended learning course.

Blended learning videos benefit students and teachers in several ways: (1) they give students more time to process information and can have them coming to class prepared to discuss and put their learning into practice; (2) teachers can better maximize class time for higher-order, student-centered, collaborative learning activities; (3) the videos help teachers standardize content for core and required classes; (4) students can view and review videos at their own pace and during times convenient to them; (5) blended learning approaches provide teachers an appropriate way to incorporate audio and visuals into the learning process; and (6) these approaches speak the language of a digital generation.

But these benefits don’t accrue automatically. They depend on the development of quality course materials. To help us refine the materials we’d developed, we asked the 300 students enrolled in a general education course we teach what makes a good blended learning video from their perspective. They responded after viewing videos we’d developed. Here is a summary of what we learned:
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Source: Faculty Focus