Replacing any other learning method, such as assigned readings or in-person lectures, with video had a significant, but small, positive effect on learning outcomes. This meta-analysis is particularly notable because it included only randomized controlled trials, which afford stronger conclusions about the impact of an intervention and are often considered the “gold standard” of intervention research. Meta-analysis is a statistical technique that combines the effects of many studies to provide an overall evaluation of the effectiveness of an intervention, in this case, the use of instructional videos as compared to traditional modes of learning, such as in-person lectures. Michael Noetel and colleagues conducted a formal meta-analysis on 105 published research studies. Let’s break down what this meta-analysis tells us. After reading these results, some may ask: Is YouTube University a sufficient replacement for traditional classes? Are videos the future of higher education? Is higher education about to be … disrupted?īut these findings are still meaningful for online learners now, and for how professors design their online and in-person courses. These results are promising and should prompt a sigh of relief from professors who are worried about the effectiveness of their (potentially new) video-based teaching. But when videos are added to in-person instruction, students experience even greater learning gains. The primary findings show that when instructional videos fully replace other methods like in-person instruction, videos are marginally more effective for student learning. Professors are increasingly using videos to disseminate lectures and other instructional content to their students, and students are now watching hours of recorded videos each week for their courses.Īlthough this is the new normal, it provokes an important question: Are videos as effective for student learning as in-person instruction? Or has the nearly universal shift to remote, video-based learning resulted in a net learning loss for students?Ī new meta-analysis provides insight into the effectiveness of instructional videos in higher education. That’s in addition to time spent converting in-person teaching plans to video recordings. Hollywood-style lighting, new microphones, and cameras set (or stacked) to just the right height are just a few of the investments many have had to make. In the pandemic-era of online learning, professors have had to double as video producers.
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