Last updated 8/29/2024 by KK
Overview
Videos can be used for a variety of purposes in online courses, and different set-ups are required to achieve these goals. This article will review the types of videos used in online courses and provide examples.
By Purpose
Instructors use videos for a wide range of purposes in an online course:
- Introduce students to the instructor.
- Orient students to the course technology.
- Update students on pertinent information for the module/week, answer hanging questions, and provide clarification.
- Present course content.
- Engage students in class discussions.
- Evaluate student learning
- Provide feedback about student performance.
(Belt & Lowenthal, 2021; Scagnoli et al., 2015)
Course Introduction
A course intro video is a great place to start off the course. Spending a few minutes introducing yourself and the course is an excellent way to show your personality, humanize the online learning experience, and help build a positive relationship with your students. This kind of video is especially important for those students who are hesitant about the course or new to online learning.
Common Set-ups
- Talking Head
Examples
Course Orientation
A course orientation video is helpful for students to become familiar with the Learning Management System (HuskyCT/Blackboard), getting to know where to access the materials, submit assignments, and check grades. Draft a list of items and take your time to cover all the items in detail. This will help minimize the support effort needed later in the course.
Common Set-ups
- Screencast
Content Walkthrough
Content walkthrough videos are short, dedicated videos to review certain elements of the course with students. For instance, videos for the syllabus, schedule, major/complex assignments, tools (e.g., VoiceThread, Perusall) could be beneficial as walkthrough videos. These videos are also helpful in de-stressing students so that they can focus on the content of the course.
Common Set-ups
- Screencast
- Slides with Voiceover
Example: Jean Coffey, NURS 5030
Module/Topic Overview
Module/topic overview videos give an opportunity to engage students from the beginning of the unit. Provide a quick overview of the content, your expectations, where students should pay special attention, or even some cliffhangers. These videos are simple yet powerful in showing your preparedness and make the learning experience personable.
These videos could be prepositioned in the module or sent out as a weekly announcement.
Common Set-ups
- Talking Head
- Slides with Voiceover
- Screencast
Example: Elizabeth Mayerson, NURS 5470
Lecture
Lecture videos are the most popular type and are generally what people think of when they refer to educational video content. These videos are commonly delivered by topics and arranged in a meaningful sequence. The goal of these videos is to serve as the primary source of the course content in an online course; therefore, they often include outlines, visual aids, examples, and questions.
Additionally, guest lecture videos are a great way to provide varied expertise beyond the lecture videos primarily delivered by the instructor.
As seen from the many other examples, lecture videos are only one way to effectively integrate video content into your courses.
Common Set-ups
Examples:
Experiential Learning
Experiential learning videos can take your students out of the typical classroom lecture environment into realistic experiences through the lens of the instructor. These videos allow a higher level of flexibility regarding locations and tools used for recording and can be substantial in building instructor presence and encouraging engagement.
Common Set-ups
- Camera
Examples
Student-Created Content
Student-created videos are another great strategy to engage students. Consider encouraging students to use videos for class introductions, discussion posts/responses, and class projects/presentations.
Common Set-ups
Example: Matt DeBacco, SPSS 2130 & 3680
Feedback
Feedback videos are a great way to increase instructor presence in your course. Instead of providing written feedback on assessments, consider providing your feedback in a video.
Note: The HuskyCT grading area supports recording feedback, which is a common way to create and provide feedback videos. Unfortunately, this tool does not support closed captioning. When implementing video feedback in your class, it's recommended to ask students how they prefer to receive feedback; this could be incorporated in an orientation activity.
Common Set-ups
By Set-up
Certain topics or concepts are better explained through specific video formats, so it's important to select the best set-up to fit your purpose. For instance, a talking head video works well for course introductions while screencasts are ideal for step-by-step software tutorials.
Talking Head
A talking-head video features the instructor (or student) speaking directly to the webcam.
Common Purposes
- Course Introduction
- Module/Topic Overview
- Student-Created Content
- Feedback
Examples
Slides with Voiceover
Slides with voiceover combines [PowerPoint] slides with the instructor’s narration. Depending on the recording software used, this format may include picture-in-picture with a talking head.
Common Purposes
- Content Walkthrough
- Module/Topic Overview
- Lecture
- Student-Created Content
Examples
Screencast
A screencast video captures the instructor’s computer screen along with voiceover narration. Depending on the recording software used, this format may include picture-in-picture with a talking head.
Common Purposes
- Course Orientation
- Content Walkthrough
- Module/Topic Overview
- Lecture
- Student-Created Content
- Feedback
Examples
Lightboard Studio
Lightboard is a special studio recording setup that allows instructors to record and annotate on a transparent glass illuminated with LED lights. A lightboard video resembles the face-to-face environment in that the instructor stands facing the camera and writes on the lightboard in front of them. Lightboard videos are found to be of special value for lectures where instructor annotations are called for. Because the teaching process (writing and explaining) is happening at the same time, it requires less editing and animation techniques compared to other video formats.
CETL’s lightboard studio is open for appointments. Our studio is also equipped with a green screen that allows instructors to record raw footage and composite images to be used for video production.
Common Purposes
- Lecture
Example: Amit Savkar, MATH
View more examples on the UConn Lightboard website.
Live Session
Live session videos are recordings from a synchronous class session, event, or presentation, either in-person or online. To meet best-practice regarding content alignment to course learning objectives and video length, this format may require special video editing software and skills.
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.
Common Purposes
- Lecture
- Interview
Example: Beth Settje, UNIV 4800
Web Conference Interview/Panel
A web conference session allows for easy recording of an interview or panel. This type of video could feature slides or a screencast in addition to talking heads.
Common Purposes
- Interview
- Student-Created Content
Camera
Other videos could use a more traditional camera in a variety of settings. This could range from using classroom recording technology, a camera on a tripod, or more dynamic footage out “in the field.” Depending on the purpose and setting, these types of videos may be easier and faster to record — simply use your phone, which you’re likely already familiar with, to record and upload. On the other hand, these types of videos may be time consuming and require special skills, equipment, and software to film and edit.
Related, 360 videos are another new type of video that has gained popularity with engaging viewers. Such videos can be viewed either directly on the hosting platform (aided by a mouse/trackpad) or through VR goggles for a more immersive experience. The 360 camera, when properly set up, captures everything happening around it, making it ideal for recording field trips, museum tours, medical procedures, laboratory experiments, and sporting events. CETL’s Educational Technologies has 360 video cameras available for short-term loans to faculty or staff.
Common Purposes
- Interview
- Experiential Learning
- Lecture
- Student-Created Content
Examples
Additional Resources
Related Resources
- UConn Lightboard (Academic IT)
- Equipment Loans (Educational Technologies)
- UConn Software Catalog (ITS)
- Kaltura Live Lecture Capture (UConn Knowledge Base)
Related Posts
References
- Belt, E. S., & Lowenthal, P. R. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3), 410–440.
- Scagnoli, N. I., McKinney, A., & Moore-Reynen, J. (2015). Video lectures in eLearning. In F. M. Nafukho & B. J. Irby (Eds.), Handbook of research on innovative technology integration in higher education (pp. 115–134). IGI Global.