Zusammenfassung
Lernvideos zählen zu den wichtigsten digitalen Medien in der Hochschullehre. Kein anderes multimediales Format ist so unkompliziert herzustellen und zu publizieren wie das Lernvideo. Überdies ist keines so gut wissenschaftlich untersucht. Dieses Kapitel nimmt zunächst eine Begriffsbestimmung der verschiedenen Videoformate für die Lehre vor, beginnend bei der Vorlesungsaufzeichnung bis zum 360° Virtual Reality Video. Anschließend wird der typische Produktionsprozess eines Lernvideos beschrieben, Herausforderungen identifiziert und Lösungen benannt. Nach der Vorstellung verschiedener Einsatzmöglichkeiten in Präsenzveranstaltungen, Blended Learning Szenarien und kollaborativen Lernformaten wird ein ausführlicher Blick auf die vielfältige und nicht immer ganz widerspruchsfreie Wirkungsforschung zum Einsatz von Videos in der Hochschullehre geworfen.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Literatur
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14.
Baltruschat, A. (2018). Exkurs 2: Videos und Filme in der Lehrerbildung. In Didaktische Unterrichtsforschung (S. 155–172). Wiesbaden: Springer VS.
Basu Roy, R., & McMahon, G. T. (2012). Video-based cases disrupt deep critical thinking in problem-based learning. Medical Education, 46(4), 426–435.
Becker, S. A., Freeman, A., Hall, C. G., Cummins, M., & Yuhnke, B. (2016). NMC Horizon Report: 2016 K (S. 1–52). Austin: The New Media Consortium.
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1–21.
Billings-Gagliardi, S., & Mazor, K. M. (2007). Student decisions about lecture attendance: Do electronic course materials matter? Academic Medicine, 82(10), 73–76.
Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55(2), 714–722.
Bongey, S., Cizadlo, G., & Kalnbach, L. (2006). Explorations in course-casting: Podcasts in higher education. Campus-Wide Information Systems, 23(5), 350–367.
Bos, N. R. (2016). Effectiveness of blended learning: Factors facilitating effective behavior in a blended learning environment. Doctoral dissertation, Maastricht.
Boulet, G. (2012). Gamification: The latest buzzword and the next fad. eLearn, 12, 3.
Brecht, H. D. (2012). Learning from online video lectures. Journal of Information Technology Education, 11, 227–250.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175.
Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: Are students voting with their feet? Academic Medicine, 83(12), 1174–1178.
Chambel, T., Zahn, C., & Finke, M. (2006). Hypervideo and cognition: Designing video-based hypermedia for individual learning and collaborative knowledge building. In Cognitively informed systems: Utilizing practical approaches to enrich information presentation and transfer (S. 26–49). Hershey: IGI Global.
Chen, Y. T. (2012). The effect of thematic video-based instruction on learning and motivation in e-learning. International Journal of Physical Sciences, 7(6), 957–965.
Choi, I., Lee, S. J., & Jung, J. W. (2008). Designing multimedia case-based instruction accommodating students’ diverse learning styles. Journal of Educational Multimedia and Hypermedia, 17(1), 5.
Cochrane, T. D., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic interprofessional health education scenarios using mobile VR. Research in Learning Technology, 26.
Codish, D., & Ravid, G. (2014). Personality based gamification-Educational gamification for extroverts and introverts. In Proceedings of the 9th CHAIS conference for the study of innovation and learning technologies: Learning in the technological era (Bd. 1, S. 36–44). Ra’anana, Israel.
Connor-Greene, P. A. (2000). Assessing and promoting student learning: Blurring the line between teaching and testing. Teaching of Psychology, 27(2), 84–88.
Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387–399.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal des traducteurs/Meta:Translators’ Journal, 49(1), 67–77.
Day, J., & Foley, J. (2006). Evaluating web lectures: A case study from HCI. In CHI’06 extended abstracts on human factors in computing systems (S. 195–200). New York: ACM.
Demetriadis, S., & Pombortsis, A. (2007). E-lectures for flexible learning: A study on their learning efficiency. Journal of Educational Technology & Society, 10(2), 147–157.
Denny, P. (2013). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI conference on human factors in computing systems (S. 763–772). New York: ACM.
Dinis, F. M., Guimarães, A. S., Carvalho, B. R., & Martins, J. P. P. (2017). Virtual and augmented reality game-based applications to civil engineering education. In Global Engineering Education Conference (EDUCON) 2017 IEEE (S. 1683–1688). New York: IEEE.
Ellis, L., & Mathis, D. (1985). College student learning from televised versus conventional classroom lectures: A controlled experiment. Higher Education, 14(2), 165–173.
Figlio, D., Rush, M., & Yin, L. (2013). Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. Journal of Labor Economics, 31(4), 763–784.
Fischer, S., Lowe, R. K., & Schwan, S. (2008). Effects of presentation speed of a dynamic visualization on the understanding of a mechanical system. Applied Cognitive Psychology, 22(8), 1126–1141.
Friedman, P., Rodriguez, F., & McComb, J. (2001). Why students do and do not attend classes: Myths and realities. College Teaching, 49(4), 124–133.
Frydenberg, M. (2006). Principles and pedagogy: The two P’s of podcasting in the information technology classroom. In Proceedings of the information systems education conference 2006, v23 (Dallas).
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133–148.
Ghinea, G., & Thomas, J. T. (2005). Quality of perception: User quality of service in multimedia presentations. IEEE Transactions on Multimedia, 7(4), 786–789.
Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2015). Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course. The International Review of Research in Open and Distributed Learning, 16(1), 260–283.
Grabe, M., & Christopherson, K. (2008). Optional student use of online lecture resources: Resource preferences, performance and lecture attendance. Journal of Computer Assisted Learning, 24(1), 1–10.
Griffin, P., Coates, H., Mcinnis, C., & James, R. (2003). The development of an extended course experience questionnaire. Quality in Higher Education, 9(3), 259–266.
Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies student outcome improvement in the flipped classroom. CBE Life Sciences Education, 14(4), ar36.
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (S. 41–50). New York: ACM.
Haggerty, G., & Hilsenroth, M. J. (2011). The use of video in psychotherapy supervision. British Journal of Psychotherapy, 27(2), 193–210.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? -a literature review of empirical studies on gamification. In System sciences (HICSS) 2014, 47th Hawaii international conference on (S. 3025–3034). Piscataway: IEEE.
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433–441.
Handke, J. (2014). The inverted classroom mastery model-A diary study. In E.-M. Großkurth & J. Handke (Hrsg.), The inverted classroom model: The 3rd German ICM-conference proceedings. Oldenburg: De Gruyter.
Handke, J. (2015). Handbuch Hochschullehre Digital. Leitfaden für eine moderne und mediengerechte Lehre. Marburg: Tectum.
Harrington, C. M., Kavanagh, D. O., Ballester, G. W., Ballester, A. W., Dicker, P., Traynor, O., Hill, A., & Tierney, S. (2017). 360° Operative videos: A randomised cross-over study evaluating attentiveness and information retention. Journal of Surgical Education, 75(4), 993–1000.
Hill, J. L., & Nelson, A. (2011). New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems. Environmental Education Research, 17(3), 393–408.
Homer, B. D., Plass, J. L., & Blake, L. (2008). The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behavior, 24(3), 786–797.
Hove, M., & Corcoran, K. (2008). If you post it, will they come? Lecture availability in introductory psychology. Teaching of Psychology, 35(2), 91–95.
Jang, D. P., Kim, I. Y., Nam, S. W., Wiederhold, B. K., Wiederhold, M. D., & Kim, S. I. (2002). Analysis of physiological response to two virtual environments: Driving and flying simulation. Cyberpsychology & Behavior, 5(1), 11–18.
Jensen, S. A. (2011). In-class versus online video lectures: Similar learning outcomes, but a preference for in-class. Teaching of Psychology, 38(4), 298–302.
Kibble, J. (2007). Use of unsupervised online quizzes as formative assessment in a medical physiology course: Effects of incentives on student participation and performance. Advances in Physiology Education, 31(3), 253–260.
Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks inonline lecture videos. In Proceedings of the first ACM conference on Learning@ scale conference (S. 31–40). New York: ACM.
Klass, B. (2003). Streaming media in higher education: Possibilities and pitfalls. Campus Technology. https://campustechnology.com/articles/2003/05/streaming-media-in-higher-education-possibilities-and-pitfalls.aspx.
Kleinknecht, M., & Poschinski, N. (2014). Eigene und fremde Videos in der Lehrerfortbildung. Zeitschrift für Pädagogik, 60(3), 471–490.
Kleinknecht, M., Schneider, J., & Syring, M. (2014). Varianten videobasierten Lehrens und Lernens in der Lehrpersonenaus- und -fortbildung – Empirische Befunde und didaktische Empfehlungen zum Einsatz unterschiedlicher Lehr-Lern-Konzepte und Videotypen. Beiträge zur Lehrerinnen-und Lehrerbildung, 32(2), 210–220.
Krathwohl, D. R., & Anderson, L. W. (2001). A taxonomy for learning, teaching, and assessing. New York: David McKay Company.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay Co.
Kukulska-Hulme, A., Foster-Jones, J., Jelfs, A., Mallett, E., & Holland, D. (2004). Investigating digital video applications in distance learning. Journal of Educational Media, 29(2), 125–137.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.
Larkin, H. E. (2010). „But they won’t come to lectures ...“ The impact of audio recorded lectures on student experience and attendance. Australasian Journal of Educational Technology, 26(2).
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Lee, S. H., Sergueeva, K., Catangui, M., & Kandaurova, M. (2017). Assessing Google Cardboard virtual reality as a content delivery system in business classrooms. Journal of Education for Business, 92(4), 153–160.
Li, N., Verma, H., Skevi, A., Zufferey, G., & Dillenbourg, P. (2014). MOOC learning in spontaneous study groups: Does synchronously watching videos make a difference? Proceedings of the European MOOC Stakeholder Summit 2014 (No. EPFL-CONF-196608, S. 88–94). PAU Education.
Li, N., Kidziński, Ł., Jermann, P., & Dillenbourg, P. (2015). MOOC video interaction patterns: What do they tell us? Design for teaching and learning in a networked world (S. 197–210). Barcelona: Springer International Publishing.
Liou, H. H., Yang, S. J., Chen, S. Y., & Tarng, W. (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning. Journal of Educational Technology & Society, 20(3), 110–121.
Marks, B. P. (2002). Web-based readiness assessment quizzes. Journal of Engineering Education, 91(1), 97–102.
Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237–253.
Meisel, S. (1998). Videotypes: Considerations for effective use of video in teaching and training. Journal of Management Development, 17(4), 251–258.
Microsoft Research. Project Tuva (2009). http://research.microsoft.com/apps/tools/tuva/index.html.
Moore, S., Armstrong, C., & Pearson, J. (2008). Lecture absenteeism among students in higher education: A valuable route to understanding student motivation. Journal of Higher Education Policy and Management, 30(1), 15–24.
Morales, C., Cory, C., & Bozell, D. (2001). A comparative efficiency study between a live lecture and a web-based live-switched multi-camera streaming video distance learning instructional unit. In Proceedings of 2001 information resources management association international conference (S. 63–66). Toronto, Ontario.
Moro, C., Stromberga, Z., & Stirling, A. (2017). Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education. Australasian Journal of Educational Technology, 33(6), 1–10.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95.
Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. The Internet and Higher Education, 14(4), 262–268.
Pantelidis, V. S. (1993). Virtual reality in the classroom. Educational Technology, 33(4), 23–27.
Procter, R., Hartswood, M., McKinlay, A., & Gallacher, S. (1999). An investigation of the influence of network quality of service on the effectiveness of multimedia communication. In Proceedings of the international ACM SIGGROUP conference on Supporting group work (S. 160–168). New York: ACM.
Reiners, T., Wood, L. C., Chang, V., Gütl, C., Herrington, J., Teräs, H., & Gregory, S. (2012). Operationalising gamification in an educational authentic environment. IADIS Press.
Ronchetti, M. (2010). Perspectives of the application of video streaming to education. In Streaming media architectures, techniques, and applications: Recent advances (S. 411). Hershey.
Sage, K. (2014). What pace is best? Assessing adults’ learning from slideshows and video. Journal of Educational Multimedia and Hypermedia, 23(1), 91–108.
Santos-Espino, J. M., Afonso-Suárez, M. D., & Guerra-Artal, C. (2016). Speakers and boards: A survey of instructional video styles in MOOCs. Technical Communication, 63(2), 101–115.
Seymour, N. E., Gallagher, A. G., Roman, S. A., O’brien, M. K., Bansal, V. K., Andersen, D. K., & Satava, R. M. (2002). Virtual reality training improves operating room performance: Results of a randomized, double-blinded study. Annals of Surgery, 236(4), 458.
Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56–59.
Simpson, B. J. (1966). The classification of educational objectives: Psychomotor domain. Illinois Journal of Home Economics, 10(4), 110–144.
Sinha, T., Jermann, P., Li, N., & Dillenbourg, P. (2014). Your click decides your fate: Inferring information processing and attrition behavior from MOOC video clickstream interactions. arXiv preprint arXiv:1407.7131.
Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organisation in academic lectures. Journal of English for Academic Purposes, 2(1), 5–20.
Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development, 58(1), 19–37.
Tulving, E., & Kroll, N. (1995). Novelty assessment in the brain and long-term memory encoding. Psychonomic Bulletin & Review, 2(3), 387–390.
Tuma, R., Schnettler, B., & Knoblauch, H. (2013). Videographie. Wiesbaden: Springer Fachmedien.
Virtanen, M. A., Kääriäinen, M., Liikanen, E., & Haavisto, E. (2017). Use of Ubiquitous 360 learning environment enhances students’ knowledge in clinical histotechnology: A Quasi-Experimental study. Medical Science Educator, 27(4), 589–596.
Von Konsky, B. R., Ivins, J., & Gribble, S. J. (2009). Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns. Australasian Journal of Educational Technology, 25(4).
Wachtler, J., & Ebner, M. (2015). Impacts of interactions in learning-videos: A subjective and objective analysis. In EdMedia: World conference on educational media and technology (S. 1611–1619). Association for the Advancement of Computing in Education (AACE). Norfolk, Virginia.
Wannemacher, K., von Imke Jungermann, U. M., Scholz, J., Tercanli, H., & von Villiez, A. (2016). Digitale Lernszenarien im Hochschulbereich. Im Auftrag der Themengruppe „Innovationen in Lern-und Prüfungsszenarien“ koordiniert vom CHE im Hochschulforum Digitalisierung, Arbeitspapier, (15).
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature
About this chapter
Cite this chapter
Persike, M. (2020). Videos in der Lehre: Wirkungen und Nebenwirkungen. In: Niegemann, H., Weinberger, A. (eds) Handbuch Bildungstechnologie. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-54368-9_23
Download citation
DOI: https://doi.org/10.1007/978-3-662-54368-9_23
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-662-54367-2
Online ISBN: 978-3-662-54368-9
eBook Packages: Psychology (German Language)