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dc.contributor.authorAVU
dc.date.accessioned2018-06-28T08:09:09Z
dc.date.available2018-06-28T08:09:09Z
dc.date.issued2018-04-22
dc.identifier.urihttp://oer.avu.org/handle/123456789/815
dc.description.abstract

The use of video materials in distance education dates back to a long time when instruction in the correspondence education generation was dispensed through black and white television programs. Developments in Information and Communication Technology (ICT) and the Internet have re-energized the use of video as instructional materials. There is little doubt that video materials stimulate interest in learners: they have the potential to catch student attention as well as enhance retention. In distance education, the use of the educational video depends on the type of program and the type of audience. With regard to courses that require observation as a part of learning, like in a medical course or a course in the arts or geology, for instance, video supplements are highly recommended. On the other hand, for some audiences, especially those that are less literate, educational videos are of special value because they illustrate the cognitive material in visually interesting ways that enhance learner engagement. While the educational video is a powerful medium for capturing and holding attention and for conveying impressions (Moore & Kearsley, 2003, p.77), many erroneous perceptions have robbed it of the place it should have held in distance education. With the advent of the Open Educational Resource (OER) movement, releasing educational videos under specific open licenses make them accessible to more individuals and institutions. However, despite their nearly ubiquitous presence and attraction as potentially effective learning materials, there are several challenges that must be addressed before they can be accessed confidently.

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dc.language.isoenen_US
dc.publisherAVUen_US
dc.titleIs old technology out? Challenges in developing open educational videos?en_US
dc.typeArticleen_US


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