Using Video to Impact Blended Teaching

and Learning

Zac.Woolfitt@inholland.nl

Inholland University of Applied Sciences

2016 Annual Conference

7th – 9th-December 2016 at Cardiff Metropolitan

University

‘Demonstrating Excellence and Innovation in Teaching

Tourism’

0 10 20 30 40 50 60 70 80 90

I found the web lectures boring

Watching the web lectures helped me pass the project

It was helpful to discuss web lectures in class with others

I prepared my specific web lectures in advance

Watching the web lectures helped me pass Case exam

The web lectures motivated me on the course

I felt personally addressed by the lecturer in Web lectures.

Web lectures clarified questions I had about the course

Watching the web lectures helped me study to pass the knowledge exam

Watching the web lectures increased my productivity

Watching web lectures suits my preferred learning style

The web lectures made me more involved in the course

I used the web lectures to help me study more quickly

Watching the web lectures improved my study results

The web lectures were the right length (minutes)

I like using web lectures to study

Watching the web lectures made studying easier

I found it easy to navigate through the web lectures

Using web lectures on the course is a good idea

Inholland Tourism Course- Student opinion on web lectures over 3 semesters (N=82) 2015-2016

Positive Neutral NegativeUnpublished research – (Woolfitt 2016)

Web and Video links

Video Teaching Blog: http://zacwoolfitt.blogspot.nl/

The shifting landscapes of the various futures of higher education: Video of keynote presentation (2016) https://mediasite.inholland.nl/Mediasite/Play/ba9d709bfd644bc4b33a22e9a1ec40e01d

Academic Video: Research Revealed – Sonic Foundry Webinar (2016): http://sofo.mediasite.com/Mediasite/Play/31fd0fe15e8b4966aa5566593315d75a1d

Sources

• Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (Fourth ed.). Maidenhead: Open University Press.

• Bos, N. (2016). Effectiveness of blended learning: factors facilitating effective behavior in a blended learning environment. PhD research. University of Amsterdam.

• Colvin Clark, R., & Mayer, R. E. (2011). E-learning and the science of instruction; proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco: John Wiley and Sons. Retrieved from http://formulasi.googlecode.com/files/e-Learning.pdf

• Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: an empirical study of MOOC videos. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf

• Sonicfoundry. (2013). Academic video at a tipping point. Madison. Retrieved from http://www.sonicfoundry.com/white-paper/academic-video-tipping-point-preparing-your-campus-future

• Woolfitt, Z. (2014). Catching the wave of video teaching. Master thesis. Inholland: Diemen. http://www.inholland.nl/onderzoek/lectoraten/elearning/inzet+video+en+weblectures/

• Woolfitt, Z. (2015). The effective use of video in higher education: https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

• Woolfitt, Z. (2015). Transitioning from face-to-face to 'video teaching'; supporting lecturers in developing their video teaching skills. EAPRIL conference proceedings: Luxembourg. https://www.inholland.nl/media/14661/proceedings-eapril2015-woolfitt.pdf