Student-created video: an active learning approach in online environments

ABSTRACT

The purpose of this study was to investigate student-created video as an active learning approach in an online environment to inform instructional practices of student-created video in STEM. Data analyzed in this study included pre-service teachers N = 107, 1-minute videos and pre- and post surveys. The findings of this qualitative study indicated that student-created video was an active learning activity that contributed to an increase in students’ perceived STEM content knowledge, improved perceptions of self-efficacy, and evidence of student engagement inclusive of behavioral, affective, and cognitive domains. Themes derived from the participants’ perceptions included: perceived self-efficacy, novelty or usefulness of creating short video, time to design and create video, and content and technical knowledge. Student-created video as an active approach to learning can be included in STEM education to increase STEM knowledge and foster integrative twenty-first Century skills. Practical implications for educators when designing student-created video assignments include (a) following a video development model; (b) providing extra time for content acquisition and revisions; and (c) incorporating peer evaluations.

KEYWORDS:

• Student-created video
• STEM
• active learning
• self-efficacy

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes of Contributors

Laurie O. Campbell, Ed.D., is an assistant professor of STEM Instructional Design and Technology, at the University of Central Florida. She pursues research related to STEM curriculum and STEM identity among underserved and underrepresented populations, personalized and active learning, and exploring factors of computational thinking related to learning. She can be reached by email at [email protected].

Samantha Heller, Ph.D. candidate, in the Instructional Design and Technology program at the University of Central Florida. Samantha’s research focuses on active learning, computational thinking, and design-based research for improving training and education in K-12 learning environments.

Lindsay Pulse, M.Ed., is currently a K-8 STEM teacher in Orange County Florida.