Integrating Video Lecture Tools in Online and Hybrid Classrooms

Integrating Video Lecture Tools in Online and Hybrid Classrooms

Patricia Desrosiers (Western Kentucky University, USA)
DOI: 10.4018/978-1-4666-3962-1.ch003
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Use of technological resources can greatly enhance the effectiveness of online instruction. Developing familiarity with these new resources can be time consuming and difficult for professors already overburdened with high class sizes and course load assignments. This chapter introduces the basic components of three general types of video lecture tools: lecture capturing tools, web conferencing tools, and video hosting and streaming tools by providing details of three specific software platforms: TegrityTM, AdobeR ConnectTM, and YouTube. Suggestions for their effective use in both online and hybrid classrooms are given.
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Integration Of Video Software Into Hybrid And Online Courses

Using synchronous and asynchronous software platforms in both hybrid and completely online courses can be challenging. It is advisable to avoid simply putting a face-to-face course online because the learning activities won’t be appropriate (Simonson, Smaldino, Albright, & Zvacek, 2009). By using Bloom’s Taxonomy (1956) and determining the content type required by the learning objectives (Clark, 1999), it is possible to determine which format would be better suited for the delivery of selected content. Consequently, components of course design related to choosing video technology formats will be discussed in this section, using case examples. By taking advantage of the strengths of both environments, students become more engaged in their learning, resulting in better learning outcomes.

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