Understanding the Role of Instructional Video in Higher Education Settings

William Sugar (East Carolina University, USA)
Copyright: © 2013 |Pages: 114
EISBN13: 9781466643840|DOI: 10.4018/978-1-4666-3676-7.ch006
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Abstract

An instructional designer, Susan Flanagan, who was recently hired (approximately three months ago) at Mount Lee Community College, helped the Social Sciences Division faculty members in creating online modules and classes for future semesters. As might be expected, several instructors were reluctant and resistant to teaching their respective courses online. Based on instructional design analyses, Susan identified that “lack of interaction” was the main concern of the resistant Social Sciences faculty members. Based on her findings, Susan convinced 80% of the Social Sciences faculty to incorporate one-minute video introductions into their respective online courses. As a result, Susan is now tasked with making a recommendation to an upcoming joint committee meeting of the Academic Core Standards committee and the Board of Trustees on instructional design best practices for a variety of video technologies.
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