About this paper

Appears in:
Pages: 197-207
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0168

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

VIDEO-ENHANCED LECTURES IN HIGH-TEACHING-LOAD ENVIRONMENTS WITH LIMITED RESOURCES: BENEFITS AND CHALLENGES FOR LECTURERS AND STUDENTS

M. Westner

OTH Regensburg (GERMANY)
Massive Open Online Courses (MOOCs) have been gaining a lot of attention in the last years. Those courses and their videos are often professionally produced and incorporate a significant investment of time and financial resources. In many cases such courses are “flagship” productions of the associated school or university and produced with budgets lecturers in other institutions do not have available. This makes the use of videos in a regular teaching environment challenging. In addition, lecturers often act in high-teaching-load environments further tightening their capacity constraints. This raises the question whether and how lecturers can benefit from videos in their lectures for increased teaching effectiveness while not sacrificing teaching efficiency.

The paper at hand attempts to address this question by providing a critical perspective on the use of videos in a high-teaching-load environment characterized by little financial and staff resource availability. The paper thereby builds upon the three years’ experience of its author in using videos to enhance lectures in German tertiary education institutions in a multi-language, i.e., English and German, teaching environment. The presented findings are both relevant for teaching practice and research: lecturers may benefit from the presented ideas and experiences and may adopt them for their teaching. Researchers may find starting points for new research opportunities on the effectiveness and efficiency of video-enhanced lecturing and learning.

The paper is organized as follows. Section 2 describes the context of the study from an institutional and technological perspective. Section 3 outlines the methodology applied and 4 how data was collected. Results from data analysis are presented in section 5. The paper concludes with a reflective summary and outlook in section 6.
keywords: videos, screencasts.
@InProceedings{WESTNER2017VID,
author = {Westner, M.},
title = {VIDEO-ENHANCED LECTURES IN HIGH-TEACHING-LOAD ENVIRONMENTS WITH LIMITED RESOURCES: BENEFITS AND CHALLENGES FOR LECTURERS AND STUDENTS},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0168},
url = {http://dx.doi.org/10.21125/inted.2017.0168},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {197-207}}
TY - CONF
AU - M. Westner
TI - VIDEO-ENHANCED LECTURES IN HIGH-TEACHING-LOAD ENVIRONMENTS WITH LIMITED RESOURCES: BENEFITS AND CHALLENGES FOR LECTURERS AND STUDENTS
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0168
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 197
EP - 207
ER -
M. Westner (2017) VIDEO-ENHANCED LECTURES IN HIGH-TEACHING-LOAD ENVIRONMENTS WITH LIMITED RESOURCES: BENEFITS AND CHALLENGES FOR LECTURERS AND STUDENTS, INTED2017 Proceedings, pp. 197-207.
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