Video-based Learning

One of the most powerful instructional tools is instructional videos or video-based learning (VBL). As with other multimedia tools, videos integrate images, animation, and sounds; it is a very positive approach to different learning needs. For example, there are self-explanatory animated videos, like this video teaser my team created for the New Trends in Trade Agreements in Latin America & the Caribbean MOOC course (the acronym from Massive Open Online Course) we launched this fall on edX. Other videos productions record an expert giving a conference about a specific topic. For example, this conference called Narrowing the Borders: Trade Facilitation in Latin America and the Caribbean that our team organized in Washington DC. Videos, like other eLearning technologies, break time and space barriers, being able to transfer knowledge no matter where you are and how many times you want to revisit certain content.

Some years ago a high-quality video production was nearly an impossible mission because of its cost. Just for the recording of the video you needed many pieces of hardware and software, such as cameras, lights, microphones, and expensive software to continue the post-production. After the emergence of social video platforms such as YouTube in 2005 or Vimeo in 2004, the situation changed completely. Currently, the vast majority of the costs have been significantly reduced. You do not necessarily need expensive pieces of hardware because you can record your videos using your smartphone and there are affordable software programs to edit your videos easily.

Instructional videos can adopt many formats, from small pieces of self-learning content (How to Carve a Turkey) to interactive hypermedia videos (Allianz Onboarding Video). They can also serve many purposes: from disseminating certain small-sized ideas to developing extensive eLearning solutions. Additionally, thanks to video platforms, instructional videos can be uploaded to the Internet and be deployed in minutes. Anyone who has a strong network connection can access content and revisit the videos as many times as they want.

Video-based learning can be defined as the use of videos for instructional purposes. These types of videos are usually part of other instructional materials that can be web-based or text-based. Video-based learning uses multimodal learning, including visuals (text, animations) and audio (music, voice-over).

Although videos are scaling across YouTube and other platforms, it is not new; on the contrary, it has an exciting story. We can say that instructional videos first appeared during the Second World War (Cunningham, 2005). By then, it was nearly impossible to implement a face-to-face strategy to train soldiers in different locations and on the frontline. That was the reason for creating the First Motion Picture Unit (FMPU) in 1941, which produced more than 400 propaganda and training films and operated at the offices of Warner Bros. in California.

After the War, mass media training gained much of academia’s attention, which found it a good learning tool for many educational purposes other than training soldiers (Hovland, 1949). In 1960 the United States Department of Education took advantage of this new delivery method and started integrating it into classrooms. Later on, in the same decade, educational TV shows emerged. By that time, almost every house in the United States had a TV, so it was a good idea to broadcast basic education programs. One of the best well-known examples is Sesame Street, conceived in 1966. It was the Golden Age of Television. However, TV was a limited delivery method since many programs and little broadcasting time. The situation changed in the 80s with the invention of the VHS videotape. Educational programs could be recorded and delivered to many schools simultaneously. This was important for students and teachers since they could also be trained. Teachers were recorded to reflect on their teaching styles and methods and improve their performance. This practice is still alive and has a proven track record of successfully training better instructors (Santagata, 2009).

Another quantum leap was made with the proliferation of digital videos and CDs in the mid-90s. Thus, computers enabled the integration of interactive tools and controls. Students were no longer passive watchers and learners; they became much more active and participatory. Finally, as aforementioned, social video platforms like YouTube mainly contributed to providing a better integration approach in any education setting (McCarthy, 2010). Mobile technologies and smartphones have also played a part in many ways; now, it is easier than ever to consume and produce videos. The conversion from consumer to “prosumer” (people who consume and produce content) is a Copernican revolution for the education industry.

Some studies and meta-studies have critically analyzed the limitations and benefits of video-based learning. Yousef and Chatti (2014) analyzed 67 peer-reviewed papers categorized into four dimensions: effectiveness, teaching methods, design, and reflection. Tripp and Rich (2012) studied the benefits of using videos to train teachers. Teachers could reflect on their performance individually and collectively improve it. Greenberg and Zanetis (2012) analyzed the impact of broadcasting and streaming videos in education settings. As a conclusion of their study, they recommend integrating video training materials, especially with children.

Video-based learning has been deeply studied in many educational settings. The literature shows that this methodology has a long story; in every step, it has taken, it has been complemented and enriched to better respond to learning needs.