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Professors creating videos for their courses should ensure content is accessible, engaging and authentic.
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A growing number of students say they prefer asynchronous learning over other course delivery methods; a May Student Voice survey by Inside Higher Ed found 25 percent of students selected online asynchronous courses as their preferred course modality. Among online learners, over half (54 percent) prefer asynchronous classes.
Video lectures are one remote pedagogical tool faculty members can implement to create engaged and active learning, but delivering high-quality video content is key to creating a positive learning environment.
A 2023 survey of faculty members found a majority of respondents want adequate prep time and design support to embed technology into their courses. The study also found around 80 percent of faculty members prefer to make videos online, regardless of course delivery mode.
Inside Higher Ed compiled some best practices and helpful information for instructors looking to kick-start or improve their multimedia production for online class content.
When to use video: Videos can serve a variety of functions in a college course, providing a welcome to the topic, answering frequently asked questions, providing feedback and delivering announcements.
Previous research also shows videos can support interpersonal connections, teaching presence and active learning, according to the University of Pittsburgh’s University Center for Teaching and Learning. It is also an ideal way to deliver a flipped class session.
Top tips: When starting to create video content for courses, pedagogical experts offer five guiding principles.
- Be authentic. “Your students want to connect with you on a personal level,” says the University of Massachusetts Amherst Center for Teaching and Learning. Instructors should talk directly into the camera and explain concepts in everyday language when filming. A script can also help keep content focused and be used as a transcript to assist students as they watch the video.
- Include interesting visuals. Similar to creating PowerPoint presentations or other slide decks, video lectures should not be text-heavy or simply the professor talking at the camera for long periods of time. Graphics, images or drawings can help keep viewers’ attention.
- Keep it short. Video lectures should be no more than 15-minute segments, according to Mississippi College’s Teaching and Learning Center. Breaking longer videos into short sections can help reduce cognitive load and make it easier to remember for students (and create smaller files for faculty members to upload or re-record), according to UMass Amherst.
- Make videos accessible. Some students may need accommodations with video content, so providing a transcript or closed captioning and being mindful in video design can support students with learning or physical disabilities as they engage with video content. Accessibility is also a factor in meeting federal requirements.
- Use suitable tech. Many colleges and universities offer digital resources to record and upload video content, which helps keep content secure and high-quality.
The City University of New York’s Graduate Center Teaching and Learning Center offers three crash-course videos on video production for online teaching, addressing topics like camera angles, how to design a background, pedagogy and editing.
Other ideas: Experts recommend that professors looking to go above and beyond in their video lectures:
- Add an assessment portion. UMass Amherst suggests assigning a quiz or a short, graded assignment after required video content to hold students accountable for watching the videos.
- Make it interactive. Professors may be inclined to deliver a nonstop lecture over video, but implementing activities throughout the lecture for students to respond to and engage with can help promote learning.
- Save lectures. Rather than creating new digital lectures, professors can record live lectures to upload and save for future classes, or to serve as a resource for students who were unable to attend live.
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