Læringsvideo sett fra et studentperspektiv

Prosjektsamandrag

Videos support different learning strategies. There are numerous ways to utilize video, from short introductory clips to the flipped classroom approach, recorded descriptions of situations and activities, recordings of traditional classes, and remote, interactive teaching. Numerous publications have explored these possibilities.

               Our objective is to understand how and why students use videos. We aim to determine their purpose and how they utilize the prepared videos. Some educators suggest that students use video primarily as a study tool before tests and exams and do not utilize the materials in other contexts. Some students prefer written materials and use video to a small extent. Other challenges relate to the technical aspects of using video, particularly in finding the expected information and using videos effectively. Addressing these issues can help in better and more effective preparation at the level of video creation. This article presents observations from teachers across different departments, literature reviews and student survey results.               The findings show that the students use mostly teacher made videos in their learning, and that the content is the most important, not the technical quality. The videos don't have to be short, and they don't have to be subtitled if the sound is satisfactory. Students do not wish to make videos themselves as hand-ins.