In today’s learning environment, videos are a common tool students and professors use constantly. From flipped classrooms, MOOCs, and distance education, to hybrid classrooms and individual study, it is no wonder that a recent SAGE survey of 3,700 faculty members found that 92% of faculty use video in their teaching. However, student use of video is constantly changing and remains a mystery for many. How much do you know about how your students are using these videos?

1. Los Angeles | London | New Delhi
Singapore | Washington DC
Students and video
Elisabeth Leonard, MSLS, MBA
Executive Market Research Manager
elisabeth.leonard@sagepub.com

2. Los Angeles | London | New Delhi
Singapore | Washington DC
Why?
● SAGE is launching 6 video collections in
2015.
● We want to know what students, faculty, and
librarians use video for so we can meet
student, faculty, and librarian needs.

3. Los Angeles | London | New Delhi
Singapore | Washington DC
To instruct students on
practical skills outside
of the classroom.
To illustrate
a point in
the
classroom.
To support student
learning outside of the
seminar / lecture.
To bring
distinguished
lecturers from other
institutions and
countries into the
classroom.
To increase media literacy.
To instruct students
on practical skills in
the classroom.
To reclaim
lapsed
attention in the
classroom.
Assign on reading lists for
classroom prep
Showing a
different
perspective
or covering
a touchy
issue.
Faculty and video

4. Los Angeles | London | New Delhi
Singapore | Washington DC
The next frontier
STUDENTS

5. Los Angeles | London | New Delhi
Singapore | Washington DC
What do you think?
● Where do you expect students go when
looking for a video?
• Google
• Google Scholar
• Library site (includes catalog, LibGuide, database
page)
• Class webpage or reading list
• Textbook
• YouTube

6. Los Angeles | London | New Delhi
Singapore | Washington DC
Where they find video
● YouTube
● Google search
● Class web page
● Library

7. Los Angeles | London | New Delhi
Singapore | Washington DC
Main destinations
● YouTube
● Khan Academy
● TedTalks
● Disciplinary hubs
● Textbook supplementary websites

8. What makes for “good” video
● Engaging speakers
● Plenty of (relatable) examples
● Practical applications of theoretical concepts
● Infographics, colorful visuals, or diagrams
● Humor
Los Angeles | London | New Delhi
Singapore | Washington DC

9. Los Angeles | London | New Delhi
Singapore | Washington DC
What makes for “bad” video
● Monotone speakers
● Wrong audience level
● Not easily identified as relevant
● Odd sounds or bad audio
● Distracted speakers

10. STUDENT CASE STUDIES
Los Angeles | London | New Delhi
Singapore | Washington DC
Making it personal

11. 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
Los Angeles | London | New Delhi
Singapore | Washington DC

12. 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
Los Angeles | London | New Delhi
Singapore | Washington DC
● Not aware of the library

13. Case study: Cedric, Media studies
major
● Watches video to analyze it
● Often watches the same segment again
Los Angeles | London | New Delhi
Singapore | Washington DC
and again
● Unaware that library has streaming video,
but does use documentaries on DVD
● Video not shown in all his classes
● Not aware of the library

14. Case study: Jeff, graduate student in
instructional design
● Use includes live streaming video of the
Los Angeles | London | New Delhi
Singapore | Washington DC
classroom
● Watches 2 videos per class period
● Wants videos to be short or in chunks
● Sees videos as a way to scaffold learning

15. Generalizations
● Tend to watch 2-8 minutes
● Easily bored/distracted, but want to learn
● Looking for something just right
● Length, topic, examples, authority
● A large part of their educational experience has
Los Angeles | London | New Delhi
Singapore | Washington DC
included video
● They actually say “flipped classroom”
● They learn about the library’s holdings…but not
from you

16. Los Angeles | London | New Delhi
Singapore | Washington DC
To instruct students on
practical skills outside
of the classroom.
To illustrate
a point in
the
classroom.
To support student
learning outside of the
seminar / lecture.
To bring
distinguished
lecturers from other
institutions and
countries into the
classroom.
To increase media literacy.
To instruct students
on practical skills in
the classroom.
To reclaim
lapsed
attention in the
classroom.
Assign on reading lists for
classroom prep
Showing a
different
perspective
or covering
a touchy
issue.
Faculty and video

17. Los Angeles | London | New Delhi
Singapore | Washington DC
What do you think?
● What are the main reasons students watch
educational videos?

18. Main reasons students watch videos
● Assigned for class
● Shown during class
● To gain understanding of a concept
● As a source for a paper
Los Angeles | London | New Delhi
Singapore | Washington DC

19. Los Angeles | London | New Delhi
Singapore | Washington DC
It is shown in the
classroom.
To illustrate a
point in a
presentation.
To support their
learning outside of the
seminar / lecture.
In hopes that if
someone else says
it, they will
understand.
To learn practical
skills outside the
classroom.
It is assigned from a
reading lists for
classroom prep
To hear another point
of view.
Students and video
To use for
extracurricular
work.

20. Los Angeles | London | New Delhi
Singapore | Washington DC
Want to know more?
● For ALA Midwinter attendees, join us in the
SAGE booth #4021 for a behind-the-scenes look
at video in higher education and BRUNCH. Email
camille.gamboa@sagepub.com if you are
interested in attending.
● The video whitepaper on students will be
released spring 2015. Email
elisabeth.leonard@sagepub.com for details.