The Roles of Video in Online Learning

Abstract

Videos have become a dominant element in online learning and promote pedagogical renovations. Different formats of videos, such as instructional videos, video conferences, and video games play distinct roles in asynchronous or synchronous online learning. Videos have made both declarative and procedure learning more accessible, flexible, and affordable. When combined with new technologies like computers, the internet, or digital microscopy, videos enable learners to obtain not only knowledge but also develop skills.

1. Introduction

Distance learning is not necessarily a new paradigm; it has existed for many generations, and predates the birth of television and video. It has evolved from using the postal service to the point where online learning has become the norm that can happen anywhere, anytime, from anyone through the internet [1]. In recent years, online education has experienced a remarkable transformation primarily due to the advent of revolutionary videos. In this book chapter, we delve into the exciting realm of online learning and how cutting-edge videos are transforming it. Our focus lies on exploring various aspects of online education, specifically in the domains of declarative learning, asynchronous and synchronous learning, interactive videos, procedural learning in healthcare education, and gamified learning. Throughout the chapter, we unravel the intricate role of videos in learning, illuminating how they not only revolutionized but also fundamentally reshaped online education.

The chapter begins by examining the concept of declarative learning, which involves the acquisition and retention of factual knowledge. The authors explore the role of videos in supporting declarative learning, emphasizing how they can draw in students using both visual and auditory cues. Videos have revolutionized the way learners acquire and retain declarative knowledge by presenting information in an interactive and engaging fashion, leading to more effective and efficient learning.

Next, we explore the domain of synchronous and asynchronous learning within online education. Online learning without videos is like the silent film era of movies. Video recordings and video conferences have become indispensable elements of learning. Undoubtedly, videos have significantly advanced online learning to an unprecedented level. This chapter highlights how videos have significantly improved the adaptability and practicality of asynchronous learning. Learners can interact with instructional information whenever and wherever they choose by watching pre-recorded videos at their own pace and convenience. We also explore how videos affect synchronous learning, which enables real-time communication and teamwork between students and teachers. Videos have completely changed how students engage in synchronous and asynchronous learning. The revolutionized technology of videos has brought world-class courses to our fingertips, increasing maximum accessibility and flexibility [2].

Interactive movies have become a potent tool in online education for encouraging student involvement and active learning. This chapter examines several interactive components used in videos, including simulations, branching scenarios, and quizzes. These components encourage students to take an active role, make choices, and hone their critical thinking and problem-solving abilities. We explore how the distribution of instructional content can be revolutionized using interactive films, resulting in more engaging content. Video game, a mature industry and persuasive influential factor in certain Western cultures, has also found its place in education from K-12 all the way up to professional schools [3]. Indeed, videos have become influential tools in online learning with the advancement of technology.

A significant focus of the chapter revolves around the impact of videos on procedural learning, especially in healthcare education. We delve into how step-by-step instruction-based procedures and techniques can now be taught and learned with videos. Healthcare professionals can learn and analyze these procedure learning via video demonstrations, ensuring precise skill acquisition and performance. We discuss how videos can revolutionize healthcare education by improving procedural learning results and, eventually, better patient care.

Finally, we investigate how gamified learning might be included within the online learning environment. We explore the idea of “gamification,” which adds gaming elements to the educational process to boost student enjoyment and motivation. Through captivating scenarios, videos have been used to deliver gamified learning experiences, amplifying learners’ motivation, involvement, and retention of the material. We demonstrate the revolutionary potential of gamified films, which transform online learning by enriching its interactivity, stimulation, and efficacy.

This chapter concludes with a comprehensive examination of the revolutionary influence of videos on various aspects of online education. We hope to shed light on how videos have reshaped the landscape of online education, focusing on declarative learning, asynchronous and synchronous learning, interactive videos, procedural learning in healthcare education, and gamified learning. With this chapter, we aim to further advance the ongoing evolution of online learning practices by encouraging more research and discussion on the integration of videos in education.

2. Videos in declarative learning

Television and video have been used in distance learning not long after the invention of the television since back in the 1930s [1]. Video, though not a new tool, did not gain momentum in learning until recent years. As the learning management systems of online education evolve to integrate more diversified media formats, the combined use of video and the internet has become a dominant element of online learning [4]. As a matter of fact, in learning declarative knowledge, being more flexible and accessible, video lectures can be more effective than traditional in-person teaching if done right. YouTube is becoming a big tutoring platform for many kids, and video is a big driving force for the widespread adoption of flipped and blended learning [5]. In a well-crafted blended online course, synchronous and asynchronous elements mutually complement one another, and video has significant applications in both asynchronous and synchronous online learning. An analytical study of lecture videos has demonstrated that repeated video viewing is associated with more advanced levels of cognitive skills and better learning outcomes, and instructional video is more beneficial for low performers [6].

2.1 Videos in asynchronous online learning

Video lectures connect content, the teacher, and students that are separated in space and time in asynchronous online learning. In recent years, video presentation has become a predominant format on the web and video lecture is an immensely popular tool in online and blended learning.

It is a common practice that in-person class lectures are video recorded and available for more learners or for the purpose of review. The production of educational videos close to scientific films in which lecturing is not necessarily a key element is a sophisticated process requiring numerous experts in content, editing, production, sound, visual, graphic design, speaking, and so on [7]. The most widely used and the cost-effective type may be the lecture capture format, which itself could be very diversified using a variety of screen and voice capturing tools [4].

The convenience and benefits of video lectures are undeniable. Students can watch them anytime, stop at any moment, and repeat at their wishes. The audio and video media significantly enrich the previously text-based online courses, making online learning more interesting, engaging, and satisfying. Videos have fueled the development of flipped and blended learning. In a flipped classroom, precious in-person class time can be freed up for more challenging procedural learning by having students watch the recorded lecture before the class. As an important element of massive open online courses (MOOC), videos deliver instructional material to large numbers of geographically dispersed learners, making education more flexible, accessible, and affordable.

Transcending the chronicle and physical boundaries, videos can generate the learning environment that is relevant and realistic by presenting cases, events, or the real-world problems, thus making the learning more contextual and motivating problem solving. Videos also offer the learning opportunities that students do not necessarily experience at first hand [8].

Video helps to address teaching presence in online learning by making the instructors visible and audible. Virtually engaging teachers express their enthusiasm for the subject on the screen, motivate learning by telling stories, and connect the learners’ emotions to what needs to be learned. Indeed, the biggest advantage of videos lies in the narrative, cases presented in videos are more engaging and satisfying to learners, leading to enhanced empathy and more effective learning in settings like problem-based learning [9].

Consider the following principles when producing instructional videos: an appropriate combination of pictures, spoken language (conversational language preferred) and text, signaling by highlighting or on-screen key words, simplification to reduce distractions, a short length of 2–5 minutes (less than 6 minutes), mindfulness of social cues, storytelling or narrated animations, and expanded learning space. It is also worthwhile to mention that many existing videos can be handily transformed into educational videos by editing or adding didactic interactions such as prompt questions, actionable tasks, or social interactions [5, 10]. A well-designed instructional video is concise and focused without any irrelevant details; it almost always effectively harnesses the benefits of audio and visual components inherent in video, with an appropriate balance of verbal and pictorial elements tailed to the specific information to be conveyed [10].

2.2 Videos in synchronous online learning

Video conference connects content, the teacher, and students via synchronous audio and video telecommunication technologies, which are operated through computers, dedicated video-conference systems, or mobile devices. It has become an essential tool in synchronous online learning in many online or blended courses. Besides sending video and audio data across the networks, the video conference facilitates interaction and collaboration through features like file, screen, or workspace sharing. The video conference platforms specifically designed for teaching and learning have more inherited bells and whistles to engage learners and evaluate learning via formative or summative assessment [11].

The lack of simultaneous communication compromises teacher-student and student-student interactions. Video conference that brings the teacher, students, and content at the same time is a great tool to enhance interaction, a crucial and sophisticated element in teaching and learning. Video conference platforms specifically designed and tailored for online learning offer a variety of features to engage students and promote interactions in an online classroom. These features include roster management, labeling, polling, quizzing, whiteboard, screen sharing, file transfer and sharing, and breakout rooms. Students can have private chats, send instant messages, hint the instructor to speed up or slow down, and even take the control of the instructor’s desktop. Such a well-rounded video conferencing tool for synchronous online learning allows the teacher to manage an online classroom much like in the traditional face-to-face setting, if not more effectively [11].

As working from home has become the new norm, video conferencing platforms designed for businesses find their roles in online learning. Equipped with essential features for facilitating simultaneous interactions such as chat, screen sharing, breakout rooms, and even whiteboard functionalities, those platforms meet the basic needs for synchronous online learning [12]. Moreover, when intelligently combined with formative assessment tools, video conference platforms can significantly enhance the engagement of online learners by creating a dynamic and interactive learning environment [13].

Video conferencing enables blended synchronous learning, allowing in-classroom and online students to interact with each other and the instructor simultaneously. This approach significantly increases the accessibility for online students, enabling their active participation in the live classroom teaching and learning activities without being physically present in the classroom. In addition, this approach also addresses the drawbacks of asynchronous online learning, including delayed feedback and missing social presence, by engaging interactions and enabling teaching presence [14]. Therefore, in the context of blended synchronous online learning, video conferencing helps to establish an integrated learning environment that seamlessly combines the physical classroom and virtual space [15]. The implementation of video conferencing offers valuable flexibility to the physical classroom, which cannot be totally replaced by the technology.

Considering the value of simultaneous interactions in online learning and the challenges of coordinating everyone’s participation at the same time, it is essential for schools to implement structured class schedules to support the synchronous element and effort in online learning [16].

2.3 Interactive videos

Conveying a set of information in a structured manner, instructional videos using transmission pedagogy are often criticized for being passive and without interactivity. Being a rich and powerful medium that is more attractive to learners does not necessarily mean more satisfying or effective learning. Studies have shown that instructional videos without interactivity do not result in either a higher degree of satisfaction or better learning outcomes than no instructional videos at all. Interactive videos, however, boost not only the level of satisfaction but also improve the effectiveness of learning [17].

Passive video watching can be transformed into active learning by editing the video itself. It is a common practice to add a formative assessment at the end of the video to quiz the students. Continuous video watching can be intentionally interrupted by the multiple questions distributed throughout the video to check for understanding, and such practice has been demonstrated to improve both students’ performance and satisfaction [18, 19].

Having learners take control of what they watch introduces another layer of interactivity. Not only can they adjust the speed of the video but also able to select the specific section of the video that contains an embedded index or annotations [17].

Incorporating videos into an interactive learning platform is another way to foster engagement and promote active learning. Guided questions can be presented to students before watching the video, so the students are motivated to watch with purpose. Summative note writing and formative assessment activities can be added after watching the video to encourage review and reflection. In a multi-media-based learning platform, by connecting with many other learning activities, the video has become an integral part of an active learning process [17, 20].

2.4 From video consumers to video producers

Videos can be a valuable active learning tool when students transform themselves from video consumers to producers to interpret, assess, organize, and represent knowledge. In the era of digitization, with a camera, computer, and appropriate software, video production and editing become feasible at home. They are affordable and easy to use, with some specially designed for educational use. Students, typically the video consumers, can be strategically transformed into video producers by using student-produced video assignments. This innovative approach shifts the focus of learning from the video to learning with the video. Here, the learners have to take the role of the producers to create the video to demonstrate or reflect their understanding of the course material [21].

To create an instructional or review video, students must first discover the knowledge and identify the source of information. Such endeavor nurtures a sense of independent learning, which is a significant foundational step leading to self-directed learning.

In creating the videos, students must mindfully process the information, a hallmark of active learning. In video making when students are in charge of the process and take full responsibility for the final product or the learning outcome, they learn actively and more effectively with much more depth. Other benefits of using video making in learning include augmented motivation, heightened engagement, enhanced technical skills, boosted self-reflection and self-esteem, and expanded educational resources [22].

Video-making supports the meaning-making process of constructive learning. Considering the social aspects of learning, the role of video making can be expanded when more collaborative and interactive activities are organized and guided around the videos properly. After all, learning is a dialog between the learners themselves and other learners [23].

3. Videos in procedure learning

Digitization of medical education has revolutionized the medical education system and has brought significant transformation in the fields of histopathology, imaging, surgical procedures, and clinical skills. Incorporating videos in procedural learning can be highly beneficial in medical education and many other professional educations. Further videos aid in interactive learning and student engagement when utilized in virtual simulation and can provide immediate feedback, allowing learners to correct their mistakes and reinforce their understanding.

3.1 Videos with digital microscopy

Histopathology education is one of the key pillars of undergraduate education. Light microscopy and laboratory sessions led by tutors were crucial in the traditional teaching of this discipline. However, with technological advancements the traditional laboratory instruction has been updated with digital educational resources. Digital microscopy has become a new trend of the tool in various life sciences, including both basic and clinical medical disciplines that involve the study of microscopic morphology [24]. The transition from glass to digital slide microscopy has occurred in both practice and teaching. It has enabled the creation of virtual slides for easy navigation of a vast library of specimens, and video demonstrations of procedures using a step-by-step approach [25]. Digitization allows students to access authentic microscopic specimens online with enormous flexibility.

For routine surgical pathology diagnoses, digital whole-slide imaging (WSI) is becoming more and more popular. This mitigates the limitations of static digital slides with annotations, which does not teach students how to explore the slide to identify the relevant features [26]. The creation of videos is made possible by screencasts, which are digital recordings of computer screen output with cutting-edge interactive capabilities. Students gain a better understanding by becoming familiar with the technology by watching screencasts that link to WSIs. One of the recording software commonly used is Camtasia which callows real-time screen grabs and is best for teaching captures all onscreen activities and the audio which makes the e-learning simulation accessible to many users [27].

3.2 Videos in clinical education

Real-life case scenarios using videos can demonstrate procedural skills which would demonstrate specific patient conditions, enhancing students decision-making abilities and problem-solving skills. The use of video simulation in the classroom can help students to comprehend the material more thoroughly and add another teaching method to complement the lecture. The benefits of active, experiential learning on student satisfaction, self-confidence, student engagement, and knowledge have been shown by research on videos used in simulation in a nursing school [28]. As a result, high-fidelity human patient simulators in simulation labs have spread as a frequent addition to clinical training and encourages active learning in the educational environment.

The current standard of surgical preparation for residents and specialists practicing is video-based learning. Educational videos are a potent resource and are efficient for the learning of surgical skills at various surgical training levels. With trainees recording their movies for personal feedback training and overhead operating room camera recordings of thoracoscopic and laparoscopic case videos, video-based learning has come a long way. Medical students through attendings have all benefited from the development of video-based technologies by sharpening their skills and accelerating their learning curve. These results lead us to assume that the future of video-based learning will likely revolve around the production of high-caliber, scientifically accurate movies, and their subsequent compilation in readily accessible video libraries.

According to studies, using videotaped performance as a tool for learning, self-evaluation, and feedback has positive effects [29]. Video feedback, referred to by some as “the gold standard of communication teaching,” is now widely used in many higher-level professional programs in fields like education, psychology, social work, nursing, and medicine. Over the years, more research incorporating video, feedback, self-assessment, and learning have been undertaken in medical student education as digital technology for digitally recording clinical performance has evolved significantly [29]. Several studies have documented the utilization of videos for global assessments and certification in higher education. In a systematic review of a total 41 different video-based surgical quality assessments, (SQA) tools for surgical technical skills were examined. According to this study, a well-validated SQA methods make it possible to evaluate a surgeon’s technical skills objectively, which has a significant impact on patient outcomes. From an academic point, videos can be distributed among students to encourage group learning. Students can talk about and evaluate the methods shown in the films, share stories, and gain insight from one another’s viewpoints. Hence videos have the greatest potential for usage in education, research, and certification and may be found in global assessment scales paired with a procedure-specific assessment tool [30]. Overall, including videos in procedural learning can increase student engagement, enhance understanding, and provide them a more immersive and thorough learning experience.

3.3 Videos in telemedicine

Telemedicine is another upcoming field that is gaining popularity and is becoming a crucial part of the health care system. It utilizes video conferencing technology for providing health services remotely. Through this platform, networking of interprofessional groups, patient doctor interactions and video-based doctor visits and teleconsultations are made possible through innovative virtual streaming systems. It allows visual assessments of patients, virtual delivery of medical advice, diagnoses, prescriptions, and follow-up care from their homes. Other advantages include faster appointments, eliminates travel and travel-time, convenient for patients with limited mobility, and overall cost effectiveness [31]. It also serves as a platform for visualization of educational videos such as open surgical procedures that are live streamed to encourage medical students and residents from public health centers to use the telemedicine features on their own smartphones and tablets as an educational tool. To aid online video streaming surgery observation, tiny computers called smart glasses that have an internet connection and a head-mounted monitor and video camera are used to watch professional surgeons perform surgeries in order to learn new techniques and advance existing ones [32].

In order for future doctors to more efficiently use telemedicine technology for enhancing care quality, expanding patient access, and lowering healthcare costs, medical schools are learning to integrate telemedicine competences into undergraduate medical education. Post-pandemic, studies have shown that curriculum developers have integrated telemedicine modules into digital prerequisite courses, enhancing students’ understanding of professional patient-doctor communications, digital case history taking, and handover practices [29].

4. Videos in gamified learning

The concerns of educational content, pedagogy, and design have received considerable attention from scholars in medical education and medical educators. Gamification and serious gaming in education can offer a good, affordable, innovative method that is adaptable, portable, and fun and allows interaction with teachers and classmates. In healthcare education, serious games are all about leveraging the power of computer games to captivate and engage end-users for a specific purpose, such as to develop new knowledge and skills. Without involving patients, serious gaming and gamification can give learners chances for active learning, problem solving in the therapeutic setting, and experience [33]. It is becoming increasingly evident that digital game-based learning (DGBL) is a powerful tool for fostering emotionally engaged learning experiences. Furthermore, serious games with multiplayer functions offer opportunities for group learning, strengthening learners’ analytical skills, strategic thinking, knowledge, multitasking, decision-making, communication, and psychomotor abilities [34].

Video games offer a creative way of delivering education especially among Gen Z students who are natives to the digital world [35]. For those students who are visual learners, combining audio-video with animations is a dynamic way of engaging them and makes learning more stimulating. Using interactive elements such as annotations, quizzes, clickable buttons, and tactile input allows active participation and is very appealing to the students. Videos can deliver short and concise content in a bite-size format and aligns well with the students’ short attention span [36]. To maximize the benefits of DGBL, videos can be made available on mobile platforms, giving students access to procedural learning resources whenever and wherever they need it. With this flexibility, students can watch videos multiple times, encouraging self-paced learning and ongoing reinforcement.

Integrating digital educational games into the current environment of health care education can be done by developing custom games in collaboration with game developers or instruction designer to suit the learning objectives of the curriculum. Educators can gamify lectures, case studies and lectures by using free online resources like Kahoot or Jeopardy. Such approach enhances learning experience and better prepares future healthcare professionals.

In addition to health education, other serious games are designed to improve patient’s health and attitudes. Serious games such as Re-Mission is used for improving patients’ attitudes while educating them about cancer treatments. Randomized controlled trials with cancer patients supported the game’s efficacy, according to studies. Other serious games, including Nano swarm: Invasion from Inner Space (Archimage) and Escape from Diab, are convincing and have the power to alter kids’ attitudes toward their health. Further health-related serious games are employed as preventative measures (such as Play Forward: Elm City Story) or therapeutic measures (such as Snow World). Additionally, a selection of minigames in Dr. Kawashima’s Brain Training (Nintendo Co.) are intended to enhance cognitive abilities in senior people [37, 38].

Finally, it’s crucial to maintain a balance between the serious and game components of serious games. To ensure learners engage with the serious section of the game, high-quality serious games must seamlessly incorporate defining objectives into the gameplay. Plus, the interface technology should be tailored to suit the intended audience and align with the game’s overarching objectives.

To achieve a balance between the serious and the game components in healthcare and patient education, in addition to incorporating rewards and challenges, it is essential to utilize visually appealing interactive technologies to create immersive experiences and make experiences more meaningful by tailoring healthcare and patient education to individual needs. Feedback and progress tracking are crucial to keep learners motivated and engaged. Lastly, but not the least, the key for successful gamification in healthcare education is to collaborate with healthcare experts to ensure credibility and accuracy.

5. Conclusions

Like any technology adopted in education, videos come with a host of pros and cons. Video by itself has become an interactive and integrated tool in online learning. In combined with other techniques, video has propelled the advancement of online learning, and flipped the traditional classroom. Assimilating videos in teaching and learning requires vision, financial, technology and policy support, creativity and dedication of the teacher, as well as collaboration from the learners. As we embrace the convenience and efficiency brought to us by videos in education, we must ponder its limitations and be aware of the pitfalls. After all, the values of videos do not necessarily transform automatically into learning effectiveness. When incorporating videos in online learning, it is essential to consider the critical elements of curriculum goals and content, pedagogy, assessment, and the characteristics of the learners. Moreover, learning how to use video optimally will continue to be an evolving process as more potentials of videos to be exploited. In many situations in online or blended learning, video making has become essential, yet the true value of a video is how it is utilized in a specific educational setting.