Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content

被引：422
作者：
Brame, Cynthia J. [1 ,2 ]
机构：
[1] Vanderbilt Univ, Ctr Teaching, Nashville, TN 37203 USA
[2] Vanderbilt Univ, Dept Biol Sci, Nashville, TN 37203 USA
来源：
CBE-LIFE SCIENCES EDUCATION | 2016年 / 15卷 / 04期
关键词：
COGNITIVE LOAD; SCIENCE; MEMORY; REDUCE; IMPACT;
D O I：
10.1187/cbe.16-03-0125
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool.
引用
收藏
页码：es6.1 / es6.6
页数：6
相关论文
共 46 条
  • [1] Self-Regulated Learning: Beliefs, Techniques, and Illusions
    Bjork, Robert A.
    Dunlosky, John
    Kornell, Nate
    [J]. ANNUAL REVIEW OF PSYCHOLOGY, VOL 64, 2013, 64 : 417 - +
  • [2] Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses
    Brame, Cynthia J.
    Biel, Rachel
    [J]. CBE-LIFE SCIENCES EDUCATION, 2015, 14 (02):
  • [3] Caudel D., 2015, ASTRONAVIGATION
  • [4] The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses
    Choi, Hee
    Johnson, Scott
    [J]. AMERICAN JOURNAL OF DISTANCE EDUCATION, 2005, 19 (04) : 215 - 227
  • [5] Audio-Visual Aid in Teaching "Fatty Liver"
    Dash, Sambit
    Kamath, Ullas
    Rao, Guruprasad
    Prakash, Jay
    Mishra, Snigdha
    [J]. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2016, 44 (03) : 241 - 245
  • [6] Cognitive load theory, educational research, and instructional design: some food for thought
    de Jong, Ton
    [J]. INSTRUCTIONAL SCIENCE, 2010, 38 (02) : 105 - 134
  • [7] Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design
    de Koning, Bjorn B.
    Tabbers, Huib K.
    Rikers, Remy M. J. P.
    Paas, Fred
    [J]. EDUCATIONAL PSYCHOLOGY REVIEW, 2009, 21 (02) : 113 - 140
  • [8] Active learning increases student performance in science, engineering, and mathematics
    Freeman, Scott
    Eddy, Sarah L.
    McDonough, Miles
    Smith, Michelle K.
    Okoroafor, Nnadozie
    Jordt, Hannah
    Wenderoth, Mary Pat
    [J]. PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA, 2014, 111 (23) : 8410 - 8415
  • [9] Guo P. J., 2014, P 1 ACM C LEARNING S, P41, DOI [DOI 10.1145/2556325.2566239, 10.1145/2556325.2566239]
  • [10] Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
    Haak, David C.
    HilleRisLambers, Janneke
    Pitre, Emile
    Freeman, Scott
    [J]. SCIENCE, 2011, 332 (6034) : 1213 - 1216
12345