FAQs About Videos for Online Teaching & Learning

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Last updated 7/24/2024 by KK

Overview

This post is a collection of Frequently Asked Questions (FAQs) pertaining to creating videos for online courses.

Planning FAQs

What are the benefits of using videos in online courses?

The use of online videos has been examined extensively for its effectiveness. The following are highlights from the literature.

Benefits to Students
  • Videos are perceived to be more engaging than textual mediums, offer extra learning opportunities, and increase motivation (Evans & Cordova, 2015).
  • Video content makes it easier to connect with the instructor as a real-person (Gurley, 2018).
  • Videos are accessible at their own place and pace (Ramlogan et al., 2014).
  • Dubbed Generation Z, most current students have an affinity to inform and educate themselves via online videos (Seemiller & Grace, 2017).
Benefits to Instructors
  • Videos help instill teaching and social presence in the online learning community (Steele et al., 2017).
  • Instructors tend to be more mindful of delivery and content selection when recording a lecture video (Dymond & Bentz, 2006).
  • Many videos that are not time-sensitive are reusable (Quinn & Kennedy-Clark, 2015).

What type of video should I make? For example, should I use narrated PowerPoint slides or screen capture videos?

The best type of video set-up depends on the purpose of the video. Slides with voiceover work well to display main points or explain a static visual aide. Screen capture videos are a better choice when trying to show something procedural, like how to use a software. Read more about different types of videos.

I understand that videos should be short, but how short?

Multiple resources recommend using shorter videos to maximize engagement. Quality Matters, an organization ensuring quality in online education, highlights studies suggesting a range of maximum lengths. DeLozier & Rhodes (2017) report that videos less than 15 minutes are most effective, while Guo, Kim, & Rubin (2014) found that videos less than 6 minutes are most effective. Our general recommendation regarding video length is to be as short as the topic warrants and don’t take these numbers too literally. Remember that the content normally covered in a full lecture can be segmented into several shorter videos. For example, the content normally covered in a 50-minute lecture might be segmented into six videos, each about 8 minutes long.

While pedagogy is the main reason we recommend short videos, also note that shorter videos are also easier to maintain. It's easier to record a shorter video without major mistakes, as there's time to pause and gather your thoughts before each one. Additionally, if the content needs to be updated later, it's much easier to re-record an 8-minute video than re-record or edit a whole 50-minute video just to update one small section.

Can I use a recording of my in-person lecture for an online course?

It depends...

Consider:
  • Does the content of this recording contribute to the achievement of the stated learning objectives or competencies?
  • Is the recording accessible, particularly concerning describing visual aids?
  • Does the recording enhance the course experience, or could aspects of its reuse, such as the quality, be distracting?

If the recording meets your goals and best practices, go ahead and use it!

Possible edits:

One significant drawback of synchronous session recordings is the length. Long videos, especially instructor-centered lecture videos, are saturated with information and are prone to create fatigue. Consider the following edits to make your video more appropriate for an online course:

  • Chunk the recording into several shorter videos.
  • Extract clips covering essential content and supplement with other materials.
  • Cut together together relevant sections with newly-recorded introduction or transition sections. (Requires special skills and software.)
  • Use chaptering tools to ease navigation.

In some cases, it might be best to create a new video specifically for your online course.

Note: Recordings of synchronous lectures should be used with caution when there is student presence in them. The U.S. Department of Education has issued guidelines specifying the dos and don'ts to be FERPA compliant. UConn's interpretation can be found in an April 2020 announcement from the Privacy Program. All questions regarding this matter should be directed to privacy@uconn.edu.

Recording FAQs

Should I show my face in my lecture videos?

This is a personal preference, though there is some evidence that showing your face increases instructor presence compared to a video with only audio narration (Borup, West, & Graham, 2011). However, any video including your face or narration increases instructor presence when compared with no video (Baumgartner, Esmail, & Johnson, 2017; Borup, West, & Graham, 2011; Oyarzun, Barreto, & Conklin, 2018; Richardson et al., 2015; Richardson et al., 2017).

If using Kaltura to record your video, students have several viewing options: picture-in-picture, side-by-side, screen only, and webcam only.

How do I stay engaged while recording? I hate talking to the void!

Although instructors are very fluent and engaging when speaking to students in a face-to-face environment, many find it difficult to record themselves speaking to a camera or microphone in the absence of a live audience. The camera doesn’t interact like your students do, but it doesn’t stray off-topic either; it may be easier to stay on track in a recorded lecture. Stay true to your outlines and provide the content as planned—it gets easier with practice. Interactive elements can be added during post-production, such as in-video quizzes.

How do I handle mistakes while recording?

Even when everything else works out, a single video may take many tries to get right—especially at the beginning.

  • Don't worry about minor errors, and continue recording. These small mistakes are a natural part of speech and help your videos sound human and conversational. Your videos do not need to be a perfect Hollywood production, nor are your students expecting that.
  • If sitting down and looking at the camera isn't working, try standing up. This mimics the feel of giving a lecture in a live class and enhances body language.
  • If absolutely necessary, small edits can be made post-production. Keep the camera rolling, taking a mental or audible note to remind yourself where to cut the video.

Production FAQs

Should I caption my videos?

The benefits of captions have been extensively studied and found to be beneficial to learners of various backgrounds (Gernsbacher, 2015; Jae, 2019).

A 2016 study on captioned video yielded a few interesting findings:

  • 98% of students who use captions say they are helpful.
  • 71% of students without hearing difficulties use captions at least some of the time.
  • 66% of ESL students find captions extremely or very helpful.
  • 61% of students with learning disabilities find captions helpful.

Captioned videos are found to facilitate a culture of inclusivity.

  • A willingness to serve all learners equitably should be at the heart of any institutional accessibility initiative.
  • Designing with accessibility in mind benefits all learners, not just those with disabilities.
  • Accessibility provides convenience that some students may rely on due to their own individual circumstances.

Accessibility is about anticipating the needs of all students and providing them with the best opportunity to succeed.

Refer to the UConn Knowledge Base for instructions on adding and editing captions. Kaltura auto-captioning is only 70–80% accurate. To be ADA compliant (99% accurate), it’s necessary to edit the captions once machine generated.

General FAQs

How do I solve technical problems?

Recurring technical difficulties can contribute to the frustration of many instructors. Becoming familiar with the tools used to record videos and their capabilities can alleviate the stress.

CETL's Educational Technologies, departmental educational technology specialists, and oftentimes an experienced colleague are trusty sources of information.

What are the Quality Matters standards that pertain to video content?

Different types of videos support several Quality Matters (QM) standards:

  1. Course Overview and Introduction applies to course introduction, course overview, and content walkthrough videos.
  2. Assessment and Measurement applies to student-created and feedback videos.
  3. Instructional Materials applies to module/topic introduction and lecture videos.
  4. Course Technology pertains to use of video-related technology.
  5. Accessibility and Usability applies to video usage in general.

Additional Resources

Related Resources

Related Posts

References

  1. Baumgartner, J., Esmail, H., & Johnson, C. (2017, May 17). Letting your personality shine online. The Teaching Professor.
  2. Borup, J., West, R. E., & Graham, C. R. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, 15(3), 195–203.
  3. Burch, B. (n.d.). Video length in online courses: What the research says. Quality Matters.
  4. DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151.
  5. Dymond, S. & Bentz, J. (2006). Using digital videos to enhance teacher preparation. Teacher Education & Special Education, 29, 2, 98–112.
  6. Evans, H. K., & Cordova, V. (2015). Lecture videos in online courses: A follow‐up. Journal of Political Science Education, 11, 472–482.
  7. Gernsbacher, M. A. (2015). Video captions benefit everyone. Policy Insights from the Behavioral and Brain Sciences, 2(1), 195–202.
  8. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale, 41-50.
  9. Gurley, L. E. (2018). Educators' preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. Online Learning, 22(2), 197–220.
  10. Jae, H. (2019). The effectiveness of closed caption videos in classrooms: Objective versus subjective assessments. Journal of Instructional Pedagogies, 22.
  11. LaGrow, M. (2017, March 13). From accommodation to accessibility: Creating a culture of inclusivity. EDUCAUSE Review.
  12. Meyer, L. (2016, November 2). Report: Video captions benefit virtually all students. Campus Technology.
  13. Oyarzun, B., Barreto, D., & Conklin, S. (2018). Instructor social presence effects on learner social presence, achievement, and satisfaction. TechTrends, 62, 625–634.
  14. Quinn, M., & Kennedy-Clark, S. (2015). Adopting online lecturing for improved learning: A case study from teacher education. Journal of University Teaching and Learning Practice, 12(3).
  15. Ramlogan, S., Raman, V., & Sweet, J. (2014). A comparison of two forms of teaching instruction: Video vs. live lecture for education in clinical periodontology. European Journal of Dental Education, 18, 31–38.
  16. Richardson, J. C., Koehler, A., Besser, E., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 16(3), 256–297.
  17. Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417.
  18. Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21–26.
  19. Steele, J. P., Robertson, S. N., & Mandernach, B. J. (2017). Fostering first-year students' perceptions of teacher presence in the online classroom via video lectures. Journal of The First-Year Experience & Students in Transition, 29(2), 79–92.