TEACHER: Hans van der Meij
Instructional video are rapidly increasing in popularity, as visible in the views reported for YouTube, and the emergent trend for “flipping the classroom”. The research program on instructional video revolves around constructing effective videos for education. An important theoretical framework is Demonstration-Based Training (DBT). DBT links instructional design features for video such as signaling, pace and narrative to key observation processes such as attention, retention and production. Currently, videos for procedural knowledge development have been constructed for formatting options in Microsoft Word, and there are videos for cinducting a t-test in SPSS. Empirical research usually investigates viewing patterns, self-efficacy and knowledge development. The list below presents a few ideas for further research:
- Can one learn from only viewing a video (no hands on)?
- Is mass practice more effective than spaced practice after viewing a video?
- How can a video review (short recap) be optimized to support retention?
- What personal characteristic (e.g., SRL, meta-cognition) moderates learning from video?
- Is it desirable to include good and poor models of performance in a training?
- How critical is video segmentation for learning?