The addition of instructional videos into the course proved to have a positive impact for my at-risk blended learning students. The average assessment scores of students who had access to instructional videos were statistically significantly higher than those who did not with those who had access to the videos scoring an average of 6.04% higher. Additionally, survey data indicated that student perceptions of the benefits of the instructional videos were also positive with 84.8% indicating that they found the instructional videos to be helpful!
Based on the results of this study, I can interpret that instructor created videos can be a valuable addition to the existing content in virtual classrooms. Not only do students appreciate the variation in instruction, but they can aid in student understanding of concepts. Differentiation of instruction can improve the effectiveness of lessons in a traditional classroom and this research indicates that it likely has similar effects in a blended learning or virtual classroom. Smith and Throne write, “Technology is a highly motivating, interactive tool that can be used to personalize students’ instruction according to their learning styles, interests, and readiness” (2007, p.10). It can sometimes be challenging to differentiate when resources are limited and technology tools are not available, but in virtual and blended learning environments these restrictions are largely lifted. This type of learning situation provides teachers with an opportunity to easily differentiate instruction beyond what is typically feasible in a traditional setting. Instructional videos are only one form of content delivery and many more products and tools will need to be tested for their effectiveness. I plan to continue to add to the growing research aimed at finding the best practices in differentiating with technology while focusing my energy to help ensure the success of online and blended learning at-risk students!
Record it!
Splice
iMovie
Check out more articles on instructional video use and editing from past issues here! ----->
Issue 6
Issue 5