Long Video Lectures: Shifting to an Adult Learning Perspective

Whitney Zimmerman, writes about a dilemma she faced while coordinating and teaching an online undergraduate statistics course. The course included many short example videos, but students often requested video lectures. Such long videos contradict mainstream educational research that suggests videos...

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Bibliographic Details
Published inAdult learning (Washington, D.C.) Vol. 30; no. 1; pp. 38 - 40
Main Author Zimmerman, Whitney Alicia
Format Magazine Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.02.2019
American Association for Adult and Continuing Education
SAGE PUBLICATIONS, INC
Subjects
Adult education
Adult Learning
Educational videos
Instructional Design
Lecture Method
Methods
Online Courses
Student Attitudes
Teaching
Technology Uses in Education
Time Factors (Learning)
Undergraduate Students
Use Studies
Video tapes in education
Video Technology
United States
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Summary:Whitney Zimmerman, writes about a dilemma she faced while coordinating and teaching an online undergraduate statistics course. The course included many short example videos, but students often requested video lectures. Such long videos contradict mainstream educational research that suggests videos be short in duration. Zimmerman, explains how the course originally used short videos and describes how she addressed student requests for longer videos by shifting her orientation to an adult learning perspective that changed her thinking about online course design.
ISSN:1045-1595
2162-4070
DOI:10.1177/1045159518797983