Using Instructional videos to support your students

“instructional videos are very unlikely to be harmful to a student’s learning and may have other benefits that the study has been unable to quantify such as flexibility and independence of learning (any time or place with an internet connection), the ability to be repeated instantly and the consistency of delivery that could aid the acquisition of cognitive, affective and psychomotor elements within each taxonomy further.”

Wiley Online Library. 2015. The effectiveness of online instructional videos in the acquisition and demonstration of cognitive, affective and psychomotor rehabilitation skills. [ONLINE] Available at: [Accessed 2 January 2019].

As part of a recent Learning Enhancement and Innovation (LEI) grant a number of Science academics at Waite Campus have been exploring the use of instructional videos to enhance student experience and promote future learning. Due to the changing nature of academic cohorts and in particular, the increase in international students, academics at Waite campus had noticed a greater number of students encountering difficulties in meeting the basic skills needed to access the courses. Students needed to be upskilled quickly in these areas to ensure that they could complete additional tasks whilst also adhering to health and safety expectations. To address this, an application was made via the LEI grants submissions to develop a series of instructional videos to support the implementation and development of key course skills. Students who had previously completed the course were invited to give initial feedback on the topics they found most challenging and a number of these students also supported the development of the videos through both participation during filming and script writing.

The videos were then shared with the current cohort and enabled students to continuously revisit the videos both in and out of course time to qualify understanding and trouble shoot any areas of confusion. Students were also provided with accompanying quizzes which helped to focus student’s engagement and qualify the important points from each video.

Students were then asked to complete a survey to give feedback on the use of the instructional videos which has then informed the development/editing of these videos to produce a more relevant experience for future students.

Feedback from students on the instructional videos has been positive and most felt that the inclusion of these videos helped them to successfully access the requirements of the course.

Could instructional videos be something to help embed key concepts into your next course?

Talk to a Learning Designer to discuss using instructional videos in your course or find out more about LEI Grant projects on our website.

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