Great expectations, students and video. From the white paper, prepared for UNSW.

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Great expectations:
Student experience with
video
Elisabeth Leonard, MSLS, MBA
Executive Market Research Manager
elisabeth.leonard@sagepub.com

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Why?
• SAGE is creating streaming video collections.
• We want to know what students, faculty, and librarians
use video for so we can meet student, faculty, and
librarian needs.
• We want to do research that informs us all.

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Methodology
• Literature review
• Interviews with 9 students and 3 surveys with 1,673
students

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Demographics
• 42% from North America
• 33% from Asia Pacific
• 113 from Australia, 347 from New Zealand, 103 from
Singapore
• 19% from Europe
• Less than 1% from South America.

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Demographics
• Undergraduate students: 49%
• Graduate or postgraduate students: 33%

6. STUDENT CASE STUDIES
Making it personal

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Case study: Melinda, Economics
major
• Can’t remember not watching videos
• 90% of her classes include video
• Looks for bias and authority
• Appreciates her professor’s efforts

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Case study: Karen, Psychology
major
• Watches video for most of her classes
• Wants more advanced topics
• Sees video as a way to bring the international academic
community to her device
• Not aware of the library

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Case study: Cedric, Media studies
major
• Watches video to analyze it
• Often watches the same segment again and again
• Unaware that library has streaming video, but does use
documentaries on DVD
• Video not shown in all his classes

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Case study: Jeff, graduate student
in instructional design
• Use includes live streaming video of the classroom
• Watches 2 videos per class period
• Wants videos to be short or in chunks
• Sees videos as a way to scaffold learning

11. It is shown in the
classroom. (64%/62%/55%)
To illustrate a point in a
presentation.
(18%/15%/12%)
To understand course
material (59%/59%/52%)
To learn practical skills.
(34%/28%/33%)
To hear another point of
view. (29%/28%/32%)
It is assigned from a
reading lists for classroom
prep (43%/27%/42%)
Why they watch
For extracurricular
reasons.
Never watch
videos (5%/4%/8%)
It is assigned as
supplemental
(41%/30%/42%)
I often watch or
read extra
curricular material
as I want to learn
as much as I can.
.
Courses have
online catch-up
lectures if you
were unable to
attend.

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Where they find video
• YouTube (71% / 74%)
• Class web page (43% / 51%)
• Google search (45% / 35%)
• Library (32% or 35%)

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Generalizations
• Easily bored/distracted, but want to learn
• Looking for something just right
• A large part of their educational experience has included
video
• They actually say “flipped classroom”
• Tend to watch 2-8 minutes

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On the length….
• “I strongly suggest that educational videos should have a
maximum time length of 30 minutes rather than an hour long.”
• “10-15 minute videos are the best, especially when they
supplement material already covered in class. Helpful
because you can go back and watch at your own pace.”
• “I think that the best length of an educational video is about 5-
10 minutes. Any more than that and I tend to switch off.”
• “If I am very interested in a topic then I will be
more likely to watch the whole video.”

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What makes for ‘bad’ video
• Monotone speakers
“Anything where the narrator doesn't speak in a monotone. It would also be more
effective if they were short and sweet in length.”
• Wrong audience level
• Not easily identified as relevant
• Odd sounds or bad audio
• Distracted speakers
.

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Recommendations

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When selecting or creating video
• Look for
• Engaging speakers
• Relatable examples
• Practical applications of theoretical concepts
• Infographics, colorful visuals, or diagrams
• Humor

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Andy Field

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TedEd

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Khan Academy

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Make it worth the time
• Know why you want to use video.
• Inform students WHY they are watching.
• Use video that clearly meets the objective.
• Use video that challenges students to think differently
and show that you are willing to be challenged too.
• Don’t stick with the same video year after year. Unless it
is really that good.

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It’s not a preference for everyone,
including traditional age students
In their own words….
I rather go to lectures in person
Undergraduate, health sciences major
No need to at the moment.
Undergraduate, business major
I like to read.
(1st year undergraduate)
Teach to all learning styles

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Questions?
• Email elisabeth.leonard@sagepub.com
• White paper is freely available at
www.sagepub.com/repository/binaries/pdfs/Studentsand
Video.pdf