Comparing the Effectiveness of Instructional Video Types: An In-Depth Analysis on Pre-Service Teachers for Online Learning

Abstract

This mixed method study investigated comparatively the effects of instructional video (IV) types used in online learning (OL). A total of 394 pre-service teachers (PTs) participated from two universities in Turkey. Results indicated that the IV type which includes interactive elements and a combination of the human embodiment and instructional contents on screen by using lightboard or green screen technologies are more effective. Not only the details of instructor’s position, visibility, narrative style, facial movements, gestures, cues but also real-like learning settings and video duration enhance the effectiveness of IVs. The opinions of PTs were reported under six themes: video length, interaction elements, instructor’s gestures and facial expressions, naturality and reality, immersion and flow, dynamic drawing. Implications on IV types, suggestions for future studies were also discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Mustafa Fidan

Mustafa Fidan is an Assistant Professor in Department of Educational Sciences at Bartin University, Turkey. He received a Ph. D. in curriculum and instruction from Bolu Abant Izzet Baysal University in Turkey. His research interests include distance education, augmented reality, curriculum evaluation, teacher education, and educational technologies.

Murat Debbag

Murat Debbag is an Assistant Professor in Department of Educational Sciences at Bartin University, Turkey. Completed his Ph. D. (Curriculum and Instruction) at Abant Izzet Baysal University, Bolu. His areas of interest are distance education, educational technologies, teacher training and blended learning.