FACULTY	
  USES	
  AND	
  PERCEPTIONS	
  OF	
  VIDEO	
  
IN	
  HIGHER	
  EDUCATION	
  ONLINE	
  COURSES	
  
	
  
By	
  	
  
	
  
Sean	
  M.	
  Leahy	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
A	
  DISSERTATION	
  
	
  
Submitted	
  to	
  	
  
Michigan	
  State	
  University	
  
in	
  partial	
  fulfillment	
  of	
  the	
  requirements	
  	
  
for	
  the	
  degree	
  of	
  
	
  
Educational	
  Psychology	
  and	
  Educational	
  Technology	
  –	
  Doctor	
  of	
  Philosophy	
  
	
  
2015	
  

	
  

ABSTRACT	
  
	
  
FACULTY	
  USES	
  AND	
  PERCEPTIONS	
  OF	
  VIDEO	
  	
  
IN	
  HIGHER	
  EDUCATION	
  ONLINE	
  COURSES	
  
	
  
By	
  
	
  
Sean	
  M.	
  Leahy	
  
	
  
This	
  is	
  a	
  study	
  of	
  100	
  instructors’	
  use	
  and	
  perceptions	
  of	
  video	
  in	
  online	
  

courses	
  they	
  teach.	
  	
  A	
  60-­‐item	
  anonymous	
  survey	
  was	
  sent	
  to	
  online	
  instructors	
  at	
  a	
  
large	
  international	
  university.	
  	
  The	
  survey	
  items	
  asked	
  about	
  the	
  instructors’	
  
perceptions	
  of	
  the	
  value	
  of	
  four	
  types	
  of	
  video:	
  instructor-­‐created,	
  third	
  party,	
  
student-­‐created,	
  and	
  synchronous	
  video.	
  	
  Instructors	
  were	
  also	
  asked	
  to	
  report	
  any	
  
barriers	
  of	
  their	
  use	
  of	
  video	
  and	
  the	
  support	
  for	
  video	
  use	
  provided	
  by	
  the	
  
university.	
  	
  The	
  undergraduate	
  and	
  masters	
  courses	
  taught	
  by	
  these	
  instructors	
  
included	
  subjects	
  in	
  business,	
  education,	
  arts	
  and	
  sciences,	
  and	
  communications.	
  	
  
Analyses	
  of	
  instructors’	
  responses	
  showed	
  that	
  use	
  of	
  video	
  varied	
  widely	
  in	
  overall	
  
frequency	
  and	
  by	
  the	
  four	
  types	
  of	
  video	
  used.	
  	
  Types	
  of	
  video	
  use	
  were	
  found	
  to	
  
differ	
  significantly	
  across	
  these	
  four	
  major	
  academic	
  units	
  with	
  third	
  party	
  videos	
  
reported	
  as	
  the	
  most	
  used	
  video	
  type	
  in	
  online	
  courses	
  and	
  synchronous	
  videos	
  
reported	
  as	
  the	
  least	
  used.	
  Third	
  party	
  videos	
  were	
  perceived	
  to	
  have	
  a	
  significantly	
  
higher	
  level	
  of	
  pedagogical	
  value	
  for	
  increasing	
  student	
  learning,	
  engagement,	
  and	
  
overall	
  course	
  quality,	
  than	
  instructor-­‐created	
  videos.	
  	
  Instructors	
  reported	
  the	
  
main	
  perceived	
  barriers	
  to	
  video	
  use	
  were	
  course	
  development	
  time	
  and	
  
professional	
  development	
  in	
  video	
  technology.	
  Age	
  and	
  instructor	
  experience	
  were	
  
significantly	
  correlated	
  with	
  the	
  use	
  of	
  instructor-­‐created	
  and	
  student-­‐created	
  video

	
  indicating	
  that	
  younger	
  instructors	
  were	
  more	
  likely	
  to	
  use	
  these	
  forms	
  of	
  video.	
  	
  
Age	
  was	
  also	
  found	
  to	
  be	
  a	
  predictor	
  of	
  technology	
  use	
  with	
  younger	
  instructors	
  
significantly	
  correlated	
  with	
  their	
  positive	
  self-­‐efficacy	
  on	
  using	
  technology.	
  	
  
Instructors	
  reported	
  an	
  overall	
  high	
  level	
  of	
  self-­‐efficacy	
  on	
  technological,	
  
pedagogical,	
  and	
  content	
  knowledge.	
  Instructors’	
  responses	
  to	
  open-­‐ended	
  
reflections	
  provided	
  an	
  opportunity	
  to	
  capture	
  the	
  instructor	
  ‘voices’	
  in	
  the	
  context	
  
of	
  personal	
  experiences	
  using	
  video	
  in	
  online	
  courses.	
  	
  	
  
	
  

The	
  overall	
  conclusion	
  of	
  this	
  study	
  is	
  that	
  in	
  view	
  of	
  the	
  high	
  frequency	
  of	
  

video	
  use	
  in	
  online	
  courses,	
  universities	
  need	
  to	
  listen	
  carefully	
  to	
  the	
  voices	
  of	
  
instructors	
  in	
  order	
  to	
  provide	
  professional	
  support	
  and	
  training	
  that	
  matches	
  
needs	
  and	
  pedagogical	
  goals	
  of	
  instructors.	
  	
  Professional	
  development	
  on	
  the	
  uses	
  of	
  
video	
  technology	
  is	
  needed	
  to	
  help	
  instructors	
  effectively	
  integrating	
  video	
  in	
  their	
  
online	
  course.	
  

ACKNOWLEDGEMENTS	
  
	
  
	
  

I	
  would	
  like	
  to	
  acknowledge	
  the	
  outstanding	
  guidance	
  and	
  support	
  provided	
  

to	
  me	
  by	
  my	
  dissertation	
  committee.	
  	
  A	
  special	
  acknowledgement	
  goes	
  to	
  my	
  
program	
  advisor,	
  and	
  dissertation	
  chair	
  Dr.	
  Patrick	
  Dickson	
  for	
  his	
  generous	
  
support	
  and	
  feedback.	
  	
  I	
  would	
  also	
  like	
  to	
  acknowledge	
  and	
  thank	
  the	
  rest	
  of	
  my	
  
committee	
  members:	
  Dr.	
  Carrie	
  Heeter,	
  Dr.	
  Punya	
  Mishra,	
  and	
  Dr.	
  Aman	
  Yadav	
  for	
  
their	
  continued	
  support	
  and	
  encouragement	
  throughout	
  my	
  dissertation.	
  	
  I	
  would	
  
also	
  like	
  to	
  acknowledge	
  the	
  many	
  faculty,	
  classmates,	
  and	
  colleagues	
  that	
  have	
  
contributed	
  in	
  various	
  ways	
  to	
  the	
  conversation	
  around	
  my	
  dissertation.	
  	
  	
  
	
  

Lastly,	
  and	
  most	
  importantly,	
  I	
  would	
  like	
  to	
  acknowledge	
  and	
  thank	
  my	
  

family	
  for	
  their	
  unconditional	
  support	
  and	
  patience	
  throughout	
  my	
  doctoral	
  studies.	
  	
  
I	
  would	
  like	
  to	
  especially	
  thank	
  my	
  wife	
  Lauren	
  for	
  her	
  enduring	
  support	
  and	
  
encouragement,	
  and	
  for	
  the	
  many	
  ways,	
  big	
  and	
  small,	
  she	
  has	
  made	
  our	
  life	
  
amazing.	
  	
  	
  
	
  

	
  

	
  

	
  
iv	
  

	
  

TABLE	
  OF	
  CONTENTS	
  
	
  
	
  
LIST	
  OF	
  TABLES	
  	
  .................................................................................................................................	
  viii	
  
	
  
LIST	
  OF	
  FIGURES	
  	
  .....................................................................................................................................	
  x	
  
	
  
KEY	
  TO	
  ABBREVIATIONS	
  	
  .................................................................................................................	
  xii	
  
	
  
CHAPTER	
  1:	
  INTRODUCTION	
  	
  ...........................................................................................................	
  1	
  
Statement	
  of	
  the	
  Problem	
  	
  ....................................................................................................	
  1	
  
Purpose	
  of	
  the	
  Study	
  	
  ..............................................................................................................	
  3	
  
Research	
  Literature	
  and	
  Theoretical	
  Framework	
  	
  ....................................................	
  3	
  
TPACK	
  Framework	
  	
  ..................................................................................................	
  4	
  
Compression	
  of	
  Expertise	
  	
  .....................................................................................	
  9	
  
Organization	
  of	
  Chapters	
  	
  .....................................................................................................	
  9	
  
	
  
CHAPTER	
  2:	
  LITERATURE	
  REVIEW	
  	
  ............................................................................................	
  11	
  
Pedagogical	
  Uses	
  of	
  Video	
  	
  .................................................................................................	
  11	
  
Different	
  Types	
  of	
  Video	
  Serve	
  Different	
  Pedagogical	
  Purposes	
  	
  .......	
  13	
  
Cognitive	
  Load	
  Theory	
  	
  ........................................................................................................	
  14	
  
Social	
  Presence	
  of	
  Instructor	
  	
  ...........................................................................................	
  16	
  
Predictors	
  of	
  Technology	
  Use	
  	
  ..........................................................................................	
  17	
  
Instructor	
  Beliefs	
  of	
  Teaching	
  and	
  Learning	
  	
  ..............................................	
  18	
  
Age	
  and	
  Experience	
  	
  ...............................................................................................	
  19	
  
Barriers	
  to	
  Use	
  	
  ........................................................................................................................	
  20	
  
Towards	
  Best	
  Practice	
  for	
  Using	
  Video	
  in	
  Online	
  Learning	
  	
  ................................	
  21	
  
Length	
  and	
  Types	
  of	
  Video	
  	
  .................................................................................	
  22	
  
Video	
  Production	
  	
  ....................................................................................................	
  22	
  
Need	
  for	
  Current	
  Study	
  	
  .......................................................................................................	
  23	
  
Research	
  Questions	
  	
  ..............................................................................................................	
  24	
  
	
  
CHAPTER	
  3:	
  METHODS	
  	
  .....................................................................................................................	
  25	
  
Research	
  Design	
  	
  .....................................................................................................................	
  25	
  
Sampling	
  	
  .....................................................................................................................	
  25	
  
Participants	
  	
  ..............................................................................................................................	
  26	
  
Study	
  Context	
  	
  ..........................................................................................................................	
  26	
  
Procedures	
  	
  ...............................................................................................................................	
  27	
  
Survey	
  Instrument	
  	
  .................................................................................................	
  27	
  
Data	
  Collection	
  	
  .........................................................................................................	
  30	
  
Data	
  Analysis	
  	
  ............................................................................................................	
  30	
  
	
  
CHAPTER	
  4:	
  RESULTS	
  	
  .......................................................................................................................	
  32	
  
Sample	
  Teaching	
  Background	
  ..........................................................................................	
  32	
  
Teaching	
  Experience	
  and	
  Level	
  	
  ........................................................................	
  33	
  
Course	
  Subjects	
  Taught	
  	
  ........................................................................................	
  35	
  
	
  

v	
  	
  

	
  

Distance	
  of	
  Instructors	
  from	
  Main	
  Campus	
  	
  ................................................	
  36	
  
Types	
  of	
  Video	
  Used	
  in	
  Online	
  Course	
  	
  .........................................................................	
  38	
  
Video	
  Requirement	
  	
  ................................................................................................	
  39	
  
Approximate	
  Mean	
  Length	
  of	
  Video	
  Used	
  	
  ...................................................	
  40	
  
Course	
  Subject	
  and	
  Video	
  Type	
  	
  ........................................................................	
  41	
  
Age,	
  Experience,	
  and	
  Type	
  of	
  Video	
  Used	
  	
  ....................................................	
  42	
  
Frequency	
  of	
  Video	
  Use	
  	
  ......................................................................................................	
  44	
  
Overall	
  Frequency	
  of	
  Video	
  Use	
  	
  .......................................................................	
  45	
  
Frequency	
  of	
  Video	
  Inclusion	
  Method	
  	
  ...........................................................	
  46	
  
Pedagogical	
  Use	
  of	
  Video	
  	
  ...................................................................................................	
  47	
  
Instructor-­‐created	
  Video	
  	
  .....................................................................................	
  47	
  
Third-­‐party	
  Video	
  	
  ...................................................................................................	
  47	
  
Combined	
  Measure	
  of	
  Video	
  Use	
  	
  .....................................................................	
  48	
  
Pedagogical	
  Value	
  of	
  Online	
  Video	
  	
  ................................................................................	
  49	
  
Perceptions	
  of	
  Instructor-­‐created	
  Video	
  	
  ......................................................	
  50	
  
Perceptions	
  of	
  Third-­‐party	
  Video	
  	
  ....................................................................	
  50	
  
Comparing	
  Instructor-­‐created	
  and	
  Third	
  Party	
  Video	
  Perceptions	
  	
  .	
  51	
  
Perceptions	
  of	
  Synchronous	
  Video	
  	
  .................................................................	
  53	
  
Future	
  Use	
  of	
  Video	
  	
  ...............................................................................................	
  55	
  
Self-­‐Efficacy	
  of	
  Online	
  Instructors	
  	
  .................................................................................	
  56	
  
Technology	
  Content	
  Knowledge	
  (TK)	
  	
  ...........................................................	
  57	
  
Technology	
  and	
  Pedagogical	
  Knowledge	
  (TPK)	
  	
  .......................................	
  58	
  
Pedagogical	
  Knowledge	
  (PK)	
  	
  ............................................................................	
  59	
  
Content	
  Knowledge	
  (CK)	
  	
  .....................................................................................	
  60	
  
Video	
  Technology	
  Knowledge	
  	
  ...........................................................................	
  62	
  
Instructional	
  Support	
  and	
  Online	
  Course	
  Development	
  	
  ......................................	
  64	
  
Development	
  Time	
  and	
  Resources	
  	
  .................................................................	
  65	
  
Instructor-­‐created	
  Video	
  Production	
  	
  ...........................................................................	
  69	
  
Pre-­‐production	
  Process	
  	
  .......................................................................................	
  70	
  
Post-­‐production	
  	
  ......................................................................................................	
  72	
  
Open	
  Ended	
  Reflections	
  	
  .....................................................................................................	
  73	
  

	
  
CHAPTER	
  5:	
  DISCUSSION	
  	
  .................................................................................................................	
  78	
  
Summary	
  of	
  the	
  Study	
  	
  .........................................................................................................	
  78	
  
Discussion	
  of	
  the	
  Results	
  	
  ...................................................................................................	
  79	
  
Research	
  Question	
  1:	
  	
  ............................................................................................	
  79	
  
Research	
  Question	
  2:	
  	
  ............................................................................................	
  81	
  
Research	
  Question	
  3:	
  	
  ............................................................................................	
  83	
  
Research	
  Question	
  4:	
  	
  ............................................................................................	
  86	
  
Barriers	
  	
  ........................................................................................................	
  88	
  
Institutional	
  support	
  	
  ..............................................................................	
  90	
  
Research	
  Question	
  5	
  	
  ..............................................................................................	
  92	
  
Types	
  of	
  video	
  used	
  	
  .................................................................................	
  92	
  
Frequency	
  of	
  video	
  use	
  over	
  duration	
  of	
  the	
  course	
  	
  ................	
  93	
  
Self-­‐efficacy	
  and	
  TPACK	
  	
  ........................................................................	
  93	
  
Limitations	
  of	
  the	
  Study	
  	
  .....................................................................................................	
  96	
  
	
  

	
  
vi	
  

	
  

Implications	
  for	
  Theory	
  and	
  Practice	
  	
  ...........................................................................	
  99	
  
Implications	
  for	
  Theory	
  	
  .......................................................................................	
  99	
  
Implications	
  for	
  Practice	
  	
  ..................................................................................	
  100	
  
	
  
APPENDICES	
  	
  .......................................................................................................................................	
  103	
  
APPENDIX	
  A:	
  Survey	
  Instrument	
  	
  ................................................................................	
  104	
  
APPENDIX	
  B:	
  Open-­‐ended	
  Faculty	
  Survey	
  Responses	
  	
  .......................................	
  129	
  
	
  
REFERENCES	
  	
  ......................................................................................................................................	
  143	
  
	
  
	
  
	
  

	
  

	
  
vii	
  

	
  

LIST	
  OF	
  TABLES	
  
	
  
	
  
Table	
  1	
  Descriptive	
  Data	
  on	
  Teaching	
  Experience	
  	
  ..................................................................	
  33	
  
	
  
Table	
  2	
  Approximate	
  Mean	
  Length	
  of	
  Instructor-­‐created,	
  Third	
  Party,	
  and	
  
Synchronous	
  Video	
  	
  ...............................................................................................................................	
  40	
  
	
  
Table	
  3	
  Type	
  of	
  Video	
  Used	
  by	
  College:	
  Repeated	
  Measures	
  ANOVA	
  	
  ................................	
  41	
  
	
  
Table	
  4	
  Linear	
  Regression	
  ANOVA	
  	
  Age	
  vs	
  Video	
  Type	
  	
  ...........................................................	
  43	
  
	
  
Table	
  5	
  Linear	
  Regression	
  ANOVA	
  Online	
  Teaching	
  Experience	
  vs	
  Video	
  Type	
  	
  ...........	
  44	
  
	
  
Table	
  6	
  Correlation	
  of	
  Frequency	
  of	
  Video	
  Type	
  Use	
  	
  ..............................................................	
  45	
  
	
  
Table	
  7	
  Faculty	
  Perceptions	
  of	
  Use	
  of	
  Instructor-­‐created	
  Video	
  	
  
in	
  Online	
  Course	
  	
  .....................................................................................................................................	
  50	
  
	
  
Table	
  8	
  Faculty	
  Perceptions	
  of	
  Use	
  of	
  Third	
  Party	
  Video	
  in	
  Online	
  Course	
  	
  ....................	
  51	
  
	
  
Table	
  9	
  Faculty	
  Perceptions	
  of	
  Usefulness	
  of	
  Synchronous	
  (live)	
  Video	
  	
  ..........................	
  54	
  
	
  
Table	
  10	
  Faculty	
  Self-­‐Efficacy	
  of	
  Technology	
  Knowledge	
  (TK)	
  ...........................................	
  57	
  
	
  
Table	
  11	
  Correlation	
  of	
  Faculty	
  Self-­‐Efficacy	
  of	
  Technology	
  Knowledge	
  (TK)	
  
and	
  Age	
  	
  .....................................................................................................................................................	
  58	
  
	
  
Table	
  12	
  Faculty	
  Self-­‐Efficacy	
  of	
  Technology	
  &	
  Pedagogical	
  Knowledge	
  (TPK)	
  ..........	
  59	
  
	
  
Table	
  13	
  Faculty	
  Self-­‐Efficacy	
  of	
  Pedagogical	
  Knowledge	
  (PK)	
  	
  .........................................	
  60	
  
	
  
Table	
  14	
  Faculty	
  Self-­‐Efficacy	
  of	
  Content	
  Knowledge	
  (CK)	
  ...................................................	
  61	
  
	
  
Table	
  15	
  Faculty	
  Expertise	
  Level	
  of	
  Online	
  Video	
  Technology	
  (VT)	
  ..................................	
  63	
  
	
  
Table	
  16	
  Correlation	
  of	
  Faculty	
  Expertise	
  Level	
  of	
  Online	
  Video	
  Technology	
  	
  (VT)	
  
and	
  Age	
  	
  .....................................................................................................................................................	
  64	
  
	
  
Table	
  17	
  Course	
  Development	
  Resources	
  and	
  University	
  Support	
  	
  ....................................	
  67	
  
	
  
Table	
  18	
  Course	
  Development	
  and	
  Support	
  Ranking	
  	
  .............................................................	
  67	
  
	
  
Table	
  19	
  Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q6.6	
  ......................................	
  130	
  
	
  
Table	
  20	
  Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q7.13	
  ....................................	
  133	
  
	
  

	
  
viii	
  

	
  

Table	
  21	
  Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q8.13	
  ....................................	
  138	
  
	
  
Table	
  22	
  Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q9.1	
  ......................................	
  139	
  
	
  
	
  
	
  

	
  

	
  

	
  
ix	
  

	
  

LIST	
  OF	
  FIGURES	
  
	
  

	
  
Figure	
  1.	
  TPACK	
  model	
  reproduced	
  by	
  permission	
  of	
  the	
  publisher,	
  copyright	
  	
  
2012	
  by	
  tpack.org.	
  	
  .................................................................................................................................	
  5	
  
	
  
Figure	
  2.	
  Instructor	
  age	
  vs.	
  number	
  of	
  courses	
  taught.	
  	
  .......................................................	
  34	
  
	
  
Figure	
  3.	
  Frequency	
  Analysis	
  of	
  Course	
  Type	
  by	
  Subject	
  Area.	
  	
  .......................................	
  35	
  
	
  
Figure	
  4.	
  Percent	
  of	
  courses	
  grouped	
  into	
  four	
  academic	
  units.	
  	
  .....................................	
  36	
  
	
  
Figure	
  5.	
  Campus	
  locations	
  of	
  instructor	
  teaching	
  concurrent	
  face-­‐to-­‐face	
  	
  
courses	
  while	
  teaching	
  online.	
  	
  .......................................................................................................	
  37	
  
	
  
Figure	
  6.	
  Types	
  of	
  videos	
  used	
  at	
  least	
  once	
  in	
  online	
  course.	
  Percent	
  of	
  instructors	
  
reporting	
  any	
  use	
  of	
  four	
  types	
  of	
  video	
  in	
  identified	
  online	
  course.	
  	
  ...........................	
  39	
  
	
  
Figure	
  7.	
  Percent	
  of	
  faculty	
  reporting	
  use	
  of	
  four	
  types	
  of	
  video	
  by	
  	
  
type	
  of	
  video	
  and	
  academic	
  unit.	
  	
  ...................................................................................................	
  42	
  
	
  
Figure	
  8.	
  Frequency	
  of	
  any	
  form	
  of	
  video	
  use	
  in	
  online	
  course	
  	
  .......................................	
  46	
  
	
  
Figure	
  9.	
  Combined	
  mean	
  of	
  video	
  content	
  and	
  communication	
  use	
  by	
  major	
  
academic	
  unit.	
  	
  ........................................................................................................................................	
  49	
  
	
  
Figure	
  10.	
  Instructor	
  reported	
  mean	
  pedagogical	
  value	
  of	
  video	
  across	
  six	
  	
  
Categories.	
  	
  ...............................................................................................................................................	
  52	
  
	
  
Figure	
  11.	
  Instructor	
  reported	
  impact	
  of	
  video	
  to	
  increase	
  student	
  engagement	
  	
  
in	
  the	
  course	
  by	
  major	
  academic	
  unit.	
  	
  ........................................................................................	
  53	
  
	
  
Figure	
  12.	
  Instructor	
  reported	
  mean	
  pedagogical	
  value	
  of	
  synchronous	
  video	
  	
  
by	
  major	
  academic	
  unit	
  	
  .....................................................................................................................	
  55	
  
	
  
Figure	
  13.	
  Instructor	
  projections	
  of	
  future	
  video	
  use	
  in	
  the	
  next	
  one	
  to	
  two	
  	
  
Years.	
  	
  .........................................................................................................................................................	
  56	
  
	
  
Figure	
  14.	
  Instructor	
  reported	
  level	
  of	
  agreement	
  with	
  statements	
  of	
  self-­‐efficacy	
  
	
  of	
  TPACK	
  categories.	
  	
  .........................................................................................................................	
  62	
  
	
  
Figure	
  15.	
  Instructor	
  reported	
  level	
  of	
  video	
  technology	
  expertise	
  across	
  six	
  skill	
  
areas.	
  	
  .........................................................................................................................................................	
  63	
  
	
  
Figure	
  16.	
  Instructors	
  reported	
  perception	
  of	
  time	
  investment	
  comparison	
  	
  
between	
  online	
  and	
  face-­‐to-­‐face	
  courses.	
  	
  .................................................................................	
  66	
  
	
  

x	
  	
  

	
  

	
  
Figure	
  17.	
  Frequency	
  of	
  Online	
  Learning	
  Center	
  support	
  sought	
  by	
  online	
  
instructors.	
  	
  ..............................................................................................................................................	
  68	
  
	
  
Figure	
  18.	
  Frequency	
  of	
  instructor-­‐created	
  video	
  elements	
  and	
  shot	
  types	
  	
  
present	
  in	
  video.	
  	
  ...................................................................................................................................	
  71	
  
	
  
Figure	
  19.	
  Accessibility	
  features	
  reported	
  used	
  in	
  instructor-­‐created	
  video.	
  	
  ..........	
  	
  72	
  
	
  
	
  

	
  

	
  
xi	
  

	
  

CK	
  
	
  
	
  
CLT	
   	
  
	
  
CMC	
   	
  
	
  
CMS	
   	
  
	
  
DiAL-­‐e	
  	
  
	
  
F2F	
   	
  
	
  
HTML	
   	
  
	
  
ICT	
   	
  
	
  
K-­‐12	
   	
  
	
  
MAET	
   	
  
	
  
MOOC	
  	
  
	
  
NWP	
  	
   	
  
	
  
OLC	
  	
   	
  
	
  
PK	
  	
   	
  
	
  
TK	
  
	
  
	
  
TPACK	
  	
  
	
  
TPK	
   	
  
	
  

	
  

KEY	
  TO	
  ABBREVIATIONS	
  
	
  
	
  
Content	
  Knowledge	
  
Cognitive	
  Load	
  Theory	
  
Computer	
  Mediated	
  Communications	
  
Course	
  Management	
  System	
  
Digital	
  Artifacts	
  for	
  Learner	
  Engagement	
  	
  
Face-­‐to-­‐face	
  
Hypertext	
  Markup	
  Language	
  
Information	
  Communication	
  Technologies	
  
Kindergarten	
  through	
  Twelfth	
  grade	
  (US	
  education	
  scale)	
  
Masters	
  of	
  Arts	
  in	
  Educational	
  Technology	
  (degree)	
  
Massively	
  Open	
  Online	
  Course	
  
National	
  Writing	
  Project	
  
Online	
  Learning	
  Center	
  
Pedagogical	
  Knowledge	
  
Technological	
  Knowledge	
  
Technology,	
  Pedagogy,	
  and	
  Content	
  Knowledge	
  
Technological	
  and	
  Pedagogical	
  Knowledge	
  

	
  
xii	
  

	
  

CHAPTER	
  1	
  
	
  
INTRODUCTION	
  
Statement	
  of	
  the	
  Problem	
  
	
  

Online	
  learning	
  has	
  become	
  an	
  increasingly	
  common	
  educational	
  experience	
  

throughout	
  higher	
  education	
  institutions	
  around	
  the	
  world.	
  	
  Over	
  the	
  past	
  decade	
  
the	
  landscape	
  of	
  online	
  learning	
  has	
  evolved	
  in	
  parallel	
  with	
  available	
  online	
  
Internet	
  technologies.	
  	
  Advancements	
  in	
  personal	
  computing	
  hardware,	
  software,	
  
networking,	
  and	
  global	
  Internet	
  communication	
  technologies	
  have	
  allowed	
  for	
  rapid	
  
growth	
  and	
  delivery	
  of	
  online	
  learning	
  programs	
  and	
  courses.	
  	
  One	
  such	
  technology,	
  
online	
  video,	
  has	
  become	
  increasingly	
  accessible	
  to	
  the	
  average	
  user	
  in	
  online	
  
learning	
  environments	
  as	
  well	
  as	
  in	
  the	
  broader	
  domain	
  of	
  Internet	
  communication	
  
technology.	
  	
  The	
  Pew	
  Research	
  Center	
  reported	
  that	
  over	
  the	
  past	
  four	
  years	
  the	
  
number	
  of	
  adults	
  in	
  the	
  United	
  States	
  that	
  watch	
  or	
  download	
  online	
  videos	
  has	
  
grown	
  to	
  78%	
  (Purcell,	
  2013).	
  	
  Purcell	
  (2013)	
  also	
  reported	
  that	
  the	
  number	
  of	
  
people	
  who	
  upload	
  or	
  post	
  online	
  videos	
  has	
  doubled	
  to	
  31%	
  in	
  the	
  same	
  four-­‐year	
  
period.	
  While	
  this	
  large	
  national	
  survey	
  provides	
  evidence	
  of	
  a	
  continued	
  growth	
  of	
  
usage	
  of	
  online	
  video,	
  it	
  does	
  not	
  break	
  the	
  usage	
  of	
  video	
  down	
  into	
  more	
  discrete	
  
categories	
  (e.g.	
  educational,	
  entertainment,	
  research,	
  etc.),	
  so	
  it	
  is	
  difficult	
  to	
  identify	
  
how	
  online	
  videos	
  are	
  being	
  used.	
  	
  In	
  education,	
  video	
  is	
  used	
  in	
  many	
  forms	
  of	
  
instructional	
  models	
  including	
  online	
  and	
  hybrid	
  (or	
  blended)	
  learning,	
  massive	
  
open	
  online	
  courses	
  (MOOCs),	
  and	
  flipped	
  classrooms.	
  	
  The	
  aim	
  of	
  the	
  present	
  study	
  
was	
  to	
  investigate	
  how	
  videos	
  were	
  being	
  used,	
  and	
  the	
  faculty	
  perception	
  of	
  video	
  
use	
  in	
  higher	
  education	
  online	
  courses.	
  

	
  

1	
  	
  

	
  

	
  

Recent	
  statistics	
  released	
  from	
  popular	
  commercial	
  online	
  video	
  platforms	
  

provide	
  a	
  picture	
  of	
  online	
  video	
  use	
  in	
  higher	
  educational	
  settings	
  (“About	
  
lynda.com,”	
  2014;	
  Tsur,	
  2014).	
  	
  Lynda.com	
  is	
  a	
  commercial	
  online	
  video	
  training	
  
platform	
  that	
  offers	
  highly	
  produced	
  video	
  training	
  subscriptions	
  to	
  educational	
  
institutions,	
  business	
  organizations,	
  and	
  individuals.	
  	
  As	
  of	
  April	
  2014,	
  Lynda.com	
  
offered	
  over	
  2,500	
  video	
  courses	
  containing	
  more	
  than	
  116,000	
  individual	
  videos.	
  	
  It	
  
was	
  further	
  reported	
  that	
  more	
  than	
  40%	
  of	
  all	
  US	
  colleges	
  and	
  universities	
  have	
  an	
  
enterprise	
  level	
  account	
  for	
  faculty,	
  staff,	
  and	
  students	
  providing	
  unlimited	
  access	
  to	
  
the	
  entire	
  video	
  catalog	
  (“About	
  lynda.com,”	
  2014).	
  	
  	
  
	
  

Kaltura,	
  a	
  provider	
  of	
  an	
  open	
  source	
  online	
  video	
  platform	
  that	
  provides	
  

video	
  management	
  and	
  framework	
  solutions	
  for	
  media,	
  enterprise,	
  education	
  
industries	
  released	
  a	
  report	
  in	
  2014	
  based	
  on	
  the	
  survey	
  “The	
  State	
  of	
  Video	
  in	
  
Education”.	
  	
  This	
  survey	
  was	
  conducted	
  over	
  three	
  months	
  with	
  more	
  than	
  550	
  
respondents	
  (Tsur,	
  2014).	
  	
  The	
  survey	
  indicated	
  that	
  88%	
  of	
  participants	
  agreed	
  
that	
  “Video	
  improves	
  the	
  educational	
  experience	
  and	
  will	
  be	
  a	
  major	
  part	
  of	
  
education	
  in	
  the	
  future”	
  (Tsur,	
  2014,	
  p.	
  22).	
  	
  	
  
	
  

The	
  use	
  of	
  video	
  in	
  education	
  is	
  growing	
  in	
  all	
  areas	
  but	
  the	
  affordances	
  of	
  

online	
  video	
  would	
  seem	
  to	
  be	
  especially	
  suited	
  to	
  enhance	
  learning	
  in	
  online	
  
courses.	
  	
  Online	
  learning	
  is	
  showing	
  strong	
  continued	
  growth	
  in	
  the	
  United	
  States.	
  	
  
Across	
  the	
  United	
  States,	
  higher	
  education	
  institutions	
  are	
  continuing	
  to	
  add	
  and	
  
develop	
  online	
  courses,	
  programs,	
  and	
  entire	
  degrees.	
  	
  In	
  2013	
  about	
  7.1	
  million	
  
students	
  took	
  at	
  least	
  one	
  online	
  course,	
  representing	
  one-­‐third	
  of	
  all	
  higher	
  
education	
  students	
  in	
  the	
  US	
  (Allen	
  &	
  Seaman,	
  2013).	
  	
  Allen	
  and	
  Seaman	
  reported	
  

	
  

2	
  	
  

	
  

that	
  academic	
  leaders	
  expect	
  that	
  “the	
  majority	
  of	
  all	
  higher	
  education	
  students	
  will	
  
be	
  taking	
  at	
  least	
  one	
  online	
  course	
  in	
  five	
  years’	
  time”	
  (p.	
  5).	
  	
  
The	
  growth	
  of	
  online	
  learning	
  in	
  higher	
  education	
  and	
  the	
  increased	
  use	
  of	
  
video	
  in	
  education	
  calls	
  for	
  research	
  at	
  the	
  intersection	
  of	
  online	
  learning	
  and	
  online	
  
video.	
  Understanding	
  how	
  videos	
  are	
  being	
  used	
  in	
  online	
  courses	
  and	
  how	
  faculty	
  
view	
  the	
  use	
  of	
  different	
  types	
  of	
  videos	
  in	
  their	
  courses	
  may	
  contribute	
  to	
  
understanding	
  how	
  video	
  can	
  be	
  used	
  to	
  enhance	
  online	
  learning.	
  
Purpose	
  of	
  the	
  Study	
  
	
  

This	
  study	
  investigated	
  faculty	
  use	
  and	
  perceptions	
  of	
  video	
  in	
  fully	
  online	
  

courses	
  from	
  a	
  large	
  liberal	
  arts	
  university	
  based	
  in	
  the	
  Midwest	
  with	
  a	
  large	
  
international	
  component.	
  	
  The	
  online	
  teaching	
  faculty	
  participating	
  in	
  this	
  study	
  
represented	
  both	
  undergraduate	
  and	
  graduate	
  courses	
  from	
  more	
  than	
  30	
  online	
  
programs	
  and	
  certificates.	
  	
  An	
  exploratory	
  research	
  survey	
  was	
  used	
  to	
  obtain	
  self-­‐
reported	
  answers	
  on	
  the	
  types	
  of	
  video	
  used	
  and	
  the	
  perceptions	
  faculty	
  had	
  on	
  how	
  
the	
  videos	
  impacted	
  their	
  courses	
  as	
  well	
  as	
  their	
  perceptions	
  of	
  the	
  impact	
  to	
  the	
  
student	
  experience.	
  This	
  study	
  took	
  place	
  in	
  the	
  context	
  of	
  an	
  educational	
  institution	
  
looking	
  to	
  gain	
  understanding	
  on	
  how	
  video	
  was	
  used	
  in	
  online	
  courses	
  as	
  part	
  of	
  a	
  
larger	
  initiative	
  to	
  enhance	
  online	
  learning	
  practices.	
  	
  This	
  study	
  focused	
  on	
  the	
  
online	
  courses	
  taught	
  in	
  the	
  2013-­‐2014	
  academic	
  year.	
  
Research	
  Literature	
  and	
  Theoretical	
  Framework	
  
	
  

Faculty	
  and	
  instructional	
  designers	
  are	
  faced	
  with	
  many	
  design	
  choices	
  when	
  

considering	
  the	
  use	
  of	
  video,	
  including	
  the	
  purposes,	
  types	
  of	
  video,	
  and	
  frequency	
  
and	
  duration.	
  	
  	
  Decisions	
  about	
  what	
  videos	
  to	
  use	
  in	
  an	
  online	
  course	
  may	
  appear	
  to	
  

	
  

3	
  	
  

	
  

be	
  a	
  simple	
  choice,	
  when	
  in	
  reality	
  the	
  decision	
  can	
  be	
  complex,	
  based	
  on	
  many	
  
factors	
  such	
  as	
  appropriateness	
  of	
  fit,	
  level	
  of	
  production	
  quality,	
  technical	
  
requirements	
  to	
  view,	
  development	
  time	
  of	
  including	
  video	
  into	
  course,	
  to	
  name	
  a	
  
few.	
  	
  To	
  determine	
  if	
  videos	
  will	
  be	
  used	
  in	
  an	
  online	
  course	
  the	
  faculty	
  or	
  
instructional	
  designer	
  must	
  consider	
  technological	
  issues,	
  pedagogical	
  uses,	
  and	
  
how	
  the	
  video	
  is	
  intended	
  to	
  fit	
  within	
  the	
  student	
  experience.	
  	
  Additionally,	
  the	
  
evolving	
  technologies	
  and	
  skills	
  required	
  for	
  using	
  video	
  present	
  educators	
  with	
  
opportunities	
  and	
  challenges,	
  as	
  new	
  uses	
  for	
  video	
  content	
  are	
  being	
  identified,	
  
implemented,	
  and	
  made	
  more	
  widely	
  available.	
  	
  Among	
  the	
  benefits	
  claimed	
  for	
  
video	
  are	
  increasing	
  overall	
  experience	
  by	
  assisting	
  learning	
  and	
  skill	
  development,	
  
providing	
  vicarious	
  experiences,	
  and	
  nurturing	
  students’	
  motivation	
  (Koumi,	
  2006).	
  	
  
Others	
  have	
  emphasized	
  using	
  videos	
  as	
  supplemental	
  or	
  additional	
  material	
  to	
  
create	
  variation	
  in	
  course	
  activities,	
  interaction,	
  and	
  tasks	
  that	
  increase	
  students’	
  
intrinsic	
  motivation	
  in	
  the	
  course	
  (Merkt,	
  Weigand,	
  Heier,	
  &	
  Schwan,	
  2011).	
  	
  	
  
TPACK	
  Framework	
  
	
  

The	
  development	
  of	
  the	
  TPACK	
  framework	
  has	
  provided	
  the	
  instructional	
  

design	
  and	
  teaching	
  community	
  with	
  a	
  model	
  to	
  represent	
  ways	
  of	
  thinking	
  about	
  
the	
  relationship	
  between	
  teaching	
  and	
  technology	
  (Mishra	
  &	
  Koehler,	
  2006).	
  	
  In	
  the	
  
field	
  of	
  educational	
  technology	
  the	
  Technological	
  Pedagogical	
  and	
  Content	
  
Knowledge	
  (TPACK)	
  framework	
  has	
  become	
  a	
  commonly	
  used	
  framework	
  to	
  
characterize	
  the	
  intersection	
  of	
  knowledge	
  areas	
  needed	
  by	
  instructors	
  to	
  teach	
  
effectively	
  with	
  technology	
  (Baran,	
  Chuang,	
  &	
  Thompson,	
  2011).	
  This	
  model	
  can	
  be	
  
applied	
  to	
  online	
  learning	
  to	
  help	
  identify	
  the	
  knowledge	
  that	
  instructors	
  will	
  need	
  

	
  

4	
  	
  

	
  

to	
  use	
  technology	
  at	
  the	
  intersection	
  of	
  pedagogical	
  and	
  content	
  knowledge	
  (domain	
  
specific)	
  in	
  order	
  to	
  provide	
  the	
  most	
  effective	
  form	
  of	
  teaching	
  with	
  technology.	
  	
  
Figure	
  1	
  presents	
  an	
  illustration	
  (Koehler,	
  n.d.)	
  that	
  depicts	
  TPACK	
  as	
  the	
  
intersection	
  of	
  technological	
  knowledge,	
  pedagogical	
  knowledge,	
  and	
  content	
  
knowledge.	
  The	
  intersection	
  of	
  these	
  three	
  components	
  represents	
  the	
  most	
  
effective	
  use	
  of	
  technology	
  in	
  learning.	
  	
  In	
  addition	
  to	
  the	
  central	
  intersection	
  of	
  the	
  
TPACK	
  model	
  there	
  are	
  three	
  other	
  interactions	
  noted	
  in	
  the	
  model.	
  	
  The	
  non-­‐
central	
  intersections	
  can	
  also	
  be	
  used	
  to	
  evaluate	
  the	
  level	
  of	
  effectiveness	
  of	
  
teaching	
  with	
  technology	
  if	
  not	
  all	
  three	
  elements	
  are	
  present.	
  	
  The	
  three	
  other	
  
interactions	
  are:	
  technological	
  content	
  knowledge	
  (TCK),	
  pedagogical	
  content	
  
knowledge	
  (PCK),	
  and	
  technological	
  pedagogical	
  knowledge	
  (TPK).	
  	
  

	
  
Figure	
  1.	
  TPACK	
  model	
  reproduced	
  by	
  permission	
  of	
  the	
  publisher,	
  copyright	
  2012	
  
by	
  tpack.org.	
  

	
  

5	
  	
  

	
  

	
  

One	
  of	
  the	
  main	
  challenges	
  in	
  applying	
  the	
  TPACK	
  framework	
  is	
  the	
  

complexity	
  of	
  the	
  interactions	
  between	
  each	
  of	
  the	
  separate	
  knowledge	
  areas	
  
(technological,	
  pedagogical,	
  and	
  content	
  knowledge).	
  	
  The	
  knowledge	
  areas	
  
represented	
  in	
  the	
  TPACK	
  model	
  are	
  not	
  suggested	
  to	
  be	
  static,	
  but	
  rather	
  allow	
  
variance	
  for	
  every	
  situation	
  in	
  which	
  the	
  model	
  is	
  used	
  to	
  asses	
  the	
  effectiveness	
  of	
  
teaching	
  with	
  technology.	
  Technological	
  knowledge	
  is	
  perhaps	
  the	
  most	
  fluid	
  of	
  the	
  
three	
  domains.	
  	
  Rapid	
  change	
  in	
  technology	
  implies	
  that	
  technological	
  knowledge	
  
may	
  require	
  continuous	
  efforts	
  to	
  maintain	
  compared	
  to	
  pedagogical	
  knowledge,	
  or	
  
content	
  knowledge.	
  	
  For	
  example,	
  if	
  an	
  instructor	
  believes	
  they	
  are	
  teaching	
  in	
  the	
  
“sweet	
  spot”	
  of	
  the	
  TPACK	
  model	
  and	
  then	
  experience	
  a	
  shift	
  in	
  technology	
  use,	
  due	
  
to	
  the	
  introduction	
  of	
  a	
  new	
  technology	
  that	
  has	
  been	
  adopted	
  or	
  imposed	
  the	
  result	
  
may	
  lower	
  the	
  instructor’s	
  technological	
  knowledge	
  in	
  that	
  context.	
  	
  The	
  disruption	
  
of	
  the	
  technological	
  knowledge	
  would	
  then	
  lower	
  the	
  effectiveness	
  of	
  teaching	
  with	
  
technology.	
  	
  An	
  example	
  of	
  this	
  type	
  of	
  technology	
  shift	
  in	
  an	
  online	
  learning	
  
environment	
  would	
  be	
  the	
  adoption	
  of	
  a	
  new	
  content	
  management	
  system	
  (CMS)	
  
that	
  would	
  require	
  instructors	
  to	
  learn	
  new	
  skills	
  or	
  specific	
  technology	
  knowledge	
  
on	
  how	
  to	
  use	
  a	
  new	
  web-­‐based	
  platform	
  to	
  deliver	
  their	
  course.	
  	
  
	
  

A	
  key	
  issue	
  surrounding	
  the	
  continuing	
  development	
  of	
  TPACK	
  models	
  for	
  

teaching	
  with	
  technology	
  in	
  online	
  courses	
  is	
  the	
  clarity	
  of	
  the	
  term	
  technology	
  as	
  it	
  
is	
  used	
  in	
  the	
  model.	
  	
  It	
  has	
  been	
  proposed	
  that	
  the	
  term	
  technology	
  as	
  it	
  is	
  used	
  in	
  
the	
  TPACK	
  model	
  would	
  be	
  more	
  clearly	
  defined	
  by	
  the	
  term	
  Information	
  and	
  
Communication	
  Technologies	
  (ICT)	
  (Niess,	
  2011)	
  as	
  a	
  way	
  of	
  more	
  accurately	
  
capturing	
  the	
  intended	
  meaning.	
  	
  	
  	
  

	
  

6	
  	
  

	
  

	
  

The	
  continued	
  development	
  and	
  adoption	
  of	
  ICT’s	
  present	
  challenges	
  to	
  

educators	
  who	
  are	
  attempting	
  to	
  integrate	
  contemporary	
  and	
  emerging	
  technology	
  
into	
  their	
  courses.	
  	
  Online	
  video	
  is	
  one	
  of	
  these	
  technologies,	
  while	
  not	
  new,	
  the	
  
technology	
  behind	
  the	
  creation,	
  sharing,	
  and	
  dissemination	
  of	
  video	
  through	
  online	
  
environments	
  has	
  rapidly	
  evolved	
  over	
  the	
  last	
  decade.	
  	
  	
  
	
  

As	
  these	
  emerging	
  technologies	
  become	
  higher	
  in	
  demand,	
  instructors	
  are	
  

faced	
  with	
  the	
  challenge	
  of	
  learning	
  how	
  to	
  effectively	
  integrate	
  these	
  technologies	
  
into	
  their	
  online	
  courses.	
  	
  This	
  presents	
  a	
  unique	
  challenge	
  in	
  incorporating	
  
technology	
  in	
  online	
  learning	
  environments,	
  as	
  it	
  requires	
  instructors	
  to	
  develop	
  
learning	
  experiences	
  through	
  technology	
  in	
  which	
  they	
  may	
  have	
  little	
  or	
  no	
  
experience	
  learning	
  through	
  themselves	
  (Niess,	
  2011).	
  	
  	
  
	
  

Today	
  there	
  are	
  no	
  generally	
  accepted	
  “standards”	
  of	
  technology	
  integration	
  

in	
  higher	
  education,	
  though	
  efforts	
  are	
  being	
  made	
  to	
  define	
  'best	
  practice'	
  (Bowles-­‐
Terry,	
  Hensley,	
  &	
  Hinchliffe,	
  2010;	
  Brunvand,	
  2010;	
  Fish	
  &	
  Wickersham,	
  2009).	
  	
  In	
  
K-­‐12	
  education,	
  standards	
  developed	
  by	
  the	
  International	
  Society	
  for	
  Technology	
  in	
  
Education	
  (“ISTE	
  Standards,”	
  n.d.,	
  “ISTE	
  Standards,”	
  2009)	
  have	
  been	
  widely	
  
adopted	
  by	
  state	
  boards	
  of	
  education.	
  	
  The	
  lack	
  of	
  widely	
  adopted	
  best	
  practices	
  of	
  
technology	
  integration	
  at	
  the	
  higher	
  education	
  level	
  leave	
  individual	
  programs,	
  and	
  
instructors	
  to	
  evaluate	
  and	
  incorporate	
  technology	
  as	
  needed	
  in	
  their	
  online	
  course.	
  	
  
This	
  allows	
  for	
  many	
  variations	
  of	
  strategies	
  or	
  technologies	
  used.	
  	
  	
  
	
  

Online	
  course	
  offerings	
  vary	
  greatly	
  from	
  one	
  course	
  to	
  another,	
  one	
  

instructor	
  to	
  another,	
  and	
  one	
  institution	
  to	
  another.	
  	
  Due	
  to	
  the	
  many	
  factors	
  
determining	
  how	
  an	
  instructor	
  chooses	
  to	
  use	
  technology	
  in	
  their	
  teaching,	
  it	
  can	
  be	
  

	
  

7	
  	
  

	
  

difficult	
  to	
  know	
  what	
  factors	
  influence	
  their	
  decisions.	
  	
  A	
  recent	
  study	
  suggested	
  
that	
  evaluating	
  the	
  ICT	
  usage	
  of	
  a	
  preservice	
  teacher	
  is	
  a	
  strong	
  predictor	
  of	
  their	
  
TPACK	
  competencies	
  (Kabakci	
  Yurdakul	
  &	
  Coklar,	
  2014).	
  The	
  researchers	
  found	
  
that	
  ICT	
  usage	
  had	
  direct	
  influence	
  on	
  TPACK	
  competencies	
  and	
  the	
  major	
  factors	
  
most	
  influenced	
  were	
  ethics,	
  design,	
  and	
  proficiency.	
  While	
  preservice	
  teachers	
  are	
  
geared	
  to	
  enter	
  the	
  teaching	
  profession	
  in	
  K-­‐12	
  environments,	
  the	
  evaluation	
  of	
  
their	
  TPACK	
  competencies	
  is	
  analogous	
  to	
  that	
  of	
  higher	
  education	
  faculty	
  that	
  are	
  
entering	
  the	
  online	
  teaching	
  environment.	
  	
  This	
  research	
  supports	
  other	
  claims	
  
(Baran	
  et	
  al.,	
  2011)	
  that	
  as	
  new	
  information	
  and	
  communication	
  technologies	
  
become	
  an	
  increasingly	
  integral	
  part	
  of	
  the	
  educational	
  experience	
  educators	
  should	
  
be	
  provided	
  with	
  workshops	
  and	
  other	
  professional	
  development	
  opportunities	
  to	
  
better	
  their	
  understanding	
  and	
  knowledge	
  of	
  the	
  available	
  instructional	
  tools.	
  	
  	
  
	
  

Research	
  has	
  found	
  that	
  professional	
  development	
  and	
  training	
  has	
  a	
  

positive	
  effect	
  on	
  the	
  instructors	
  confidence	
  in	
  their	
  TPACK	
  integration	
  and	
  effective	
  
use	
  of	
  technology	
  in	
  their	
  respective	
  learning	
  environments	
  (Baran	
  et	
  al.,	
  2011;	
  
Graham	
  et	
  al.,	
  2009;	
  Polly	
  &	
  Brantley-­‐Dias,	
  2009).	
  	
  While	
  increased	
  training	
  has	
  
been	
  shown	
  to	
  be	
  a	
  predictor	
  of	
  better	
  TPACK	
  integration	
  and	
  technology	
  use,	
  this	
  
may	
  not	
  be	
  the	
  only	
  factor	
  that	
  determines	
  the	
  amount	
  or	
  style	
  of	
  technology	
  
integration.	
  	
  	
  Additional	
  factors	
  influencing	
  instructors’	
  use	
  of	
  technology	
  are	
  
explored	
  in	
  Chapter	
  2.	
  
	
  

	
  

8	
  	
  

	
  

Compression	
  of	
  Expertise	
  
	
  

Video	
  holds	
  the	
  potential	
  for	
  compression	
  of	
  expertise	
  into	
  a	
  shorter	
  time	
  

frame.	
  	
  Some	
  have	
  argued	
  that	
  to	
  achieve	
  a	
  level	
  of	
  expertise	
  in	
  a	
  given	
  field	
  one	
  
must	
  spend	
  approximately	
  10,000	
  hours	
  or	
  ten	
  years	
  of	
  development	
  in	
  that	
  
respective	
  field	
  (Ericsson,	
  Prietula,	
  &	
  Cokely,	
  2007;	
  Gladwell,	
  2011).	
  	
  
	
  	
  

Hoffman	
  has	
  suggested	
  using	
  video	
  in	
  the	
  form	
  of	
  simulations,	
  cultivated	
  

experiences,	
  or	
  scenarios	
  to	
  provide	
  exposure	
  to	
  a	
  variety	
  of	
  learning	
  “cases"	
  might	
  
lead	
  to	
  learning	
  environments	
  that	
  “design	
  out”	
  the	
  gaps	
  that	
  normally	
  occur	
  
between	
  the	
  novice,	
  journeyman,	
  and	
  expert	
  levels	
  of	
  proficiency	
  in	
  a	
  discipline	
  
(Hoffman,	
  2014,	
  p.	
  168).	
  	
  Using	
  video	
  may	
  also	
  have	
  significant	
  benefits	
  when	
  
employed	
  to	
  promote	
  accelerated	
  comprehension	
  of	
  complex	
  domains	
  or	
  subjects.	
  	
  
Incorporating	
  video	
  into	
  hypermedia	
  environments	
  that	
  enables	
  instructors	
  to	
  use	
  
methods	
  of	
  selection	
  and	
  arrangement	
  of	
  cases	
  to	
  promote	
  deep	
  learning,	
  ecological	
  
approaches	
  to	
  interconnecting	
  themes,	
  search	
  capabilities	
  to	
  select	
  and	
  queue	
  
different	
  combinations	
  of	
  video,	
  and	
  allow	
  attention	
  to	
  deeper	
  levels	
  of	
  
understanding.	
  (Palincsar	
  et	
  al.,	
  2007,	
  p.	
  449).	
  
Organization	
  of	
  Chapters	
  
	
  

Chapter	
  1	
  (current	
  chapter)	
  provides	
  an	
  overview	
  of	
  the	
  theoretical	
  

framework	
  and	
  pedagogical	
  implications	
  of	
  using	
  technology	
  to	
  enhance	
  online	
  
learning.	
  	
  This	
  chapter	
  also	
  identifies	
  the	
  purpose	
  of	
  this	
  study	
  on	
  the	
  uses	
  and	
  
perceptions	
  of	
  video	
  in	
  online	
  courses.	
  	
  Chapter	
  2	
  provides	
  a	
  literature	
  review	
  on	
  
the	
  effects	
  of	
  video	
  in	
  online	
  learning	
  environments	
  and	
  ends	
  with	
  the	
  statement	
  of	
  
the	
  research	
  questions.	
  	
  Chapter	
  3	
  provides	
  a	
  detailed	
  description	
  of	
  the	
  research	
  

	
  

9	
  	
  

	
  

methodology	
  used	
  in	
  this	
  study.	
  	
  Chapter	
  4	
  provides	
  the	
  quantitative	
  results	
  and	
  
analysis	
  from	
  the	
  survey	
  instrument.	
  	
  Chapter	
  5	
  provides	
  a	
  detailed	
  discussion	
  of	
  the	
  
results	
  for	
  each	
  of	
  the	
  research	
  questions,	
  and	
  examines	
  the	
  theoretical,	
  pedagogical,	
  
and	
  practical	
  implications.	
  	
  The	
  limitations	
  of	
  the	
  study	
  are	
  discussed	
  in	
  this	
  final	
  
chapter.

	
  

	
  
10	
  

	
  

CHAPTER	
  2	
  
LITERATURE	
  REVIEW	
  
	
  

This	
  chapter	
  reviews	
  research	
  literature	
  on	
  theories	
  and	
  studies	
  that	
  provide	
  

support	
  for	
  the	
  multiple	
  ways	
  use	
  of	
  video	
  may	
  enhance	
  learning	
  in	
  online	
  courses.	
  	
  
Among	
  these	
  ways	
  are	
  pedagogical	
  uses,	
  cognitive	
  load,	
  instructor	
  presence,	
  and	
  
instructor	
  beliefs	
  of	
  teaching	
  and	
  learning.	
  	
  This	
  chapter	
  also	
  reviews	
  research	
  
literature	
  on	
  the	
  predictors	
  of	
  technology	
  use	
  such	
  as	
  age	
  and	
  experience,	
  and	
  
identifying	
  barriers	
  to	
  use.	
  	
  Following	
  this	
  section,	
  this	
  chapter	
  examines	
  research	
  
literature	
  on	
  the	
  aspects	
  of	
  video	
  production	
  towards	
  a	
  model	
  of	
  best	
  practices	
  and	
  
the	
  effect	
  on	
  student	
  engagement.	
  	
  This	
  chapter	
  ends	
  with	
  a	
  detailed	
  explanation	
  of	
  
the	
  research	
  questions.	
  	
  	
  
Pedagogical	
  Uses	
  of	
  Video	
  
	
  

The	
  use	
  of	
  video	
  in	
  education	
  is	
  not	
  new	
  and	
  as	
  the	
  technology	
  and	
  variety	
  of	
  

video	
  resources	
  become	
  increasingly	
  easy	
  to	
  access,	
  more	
  educators	
  are	
  using	
  video.	
  
Video	
  in	
  online	
  course	
  environments	
  has	
  been	
  shown	
  to	
  be	
  beneficial	
  by	
  providing	
  
multiple	
  perspectives,	
  points	
  of	
  view,	
  and	
  various	
  calls	
  to	
  action	
  or	
  discussion	
  
prompts	
  for	
  students	
  (Brunvand,	
  2010;	
  Verleur,	
  Heuvelman,	
  &	
  Verhagen,	
  2011).	
  	
  
Using	
  video	
  as	
  a	
  supplement	
  provides	
  the	
  instructor	
  the	
  opportunity	
  to	
  provide	
  
differentiation	
  of	
  course	
  material	
  to	
  appeal	
  to	
  multiple	
  learning	
  styles	
  of	
  the	
  course	
  
participants	
  rather	
  than	
  limiting	
  the	
  course	
  to	
  a	
  single	
  form	
  of	
  content	
  (e.g.	
  text	
  
only).	
  	
  Using	
  video	
  to	
  create	
  variation	
  of	
  tasks	
  and	
  assignments	
  has	
  been	
  shown	
  to	
  
increase	
  student	
  motivation	
  in	
  the	
  course	
  (Pintrich,	
  2003).	
  	
  To	
  assist	
  in	
  the	
  
development	
  of	
  learning	
  experiences	
  using	
  video	
  the	
  Digital	
  Artefacts	
  for	
  Learner	
  

	
  

	
  
11	
  

	
  

Engagement	
  Framework	
  (DiAL-­‐e)	
  was	
  developed	
  to	
  support	
  educators	
  
incorporating	
  media	
  rich	
  elements	
  into	
  their	
  courses	
  (Burden	
  &	
  Atkinson,	
  2008).	
  	
  
The	
  availability	
  and	
  knowledge	
  of	
  applicable	
  frameworks	
  for	
  incorporating	
  videos	
  
varies	
  among	
  online	
  faculty	
  or	
  instructional	
  designers.	
  	
  In	
  the	
  process	
  of	
  course	
  
development	
  faculty	
  and	
  instructional	
  designers	
  have	
  a	
  multitude	
  of	
  online	
  video	
  
sources	
  to	
  consider	
  when	
  trying	
  deciding	
  the	
  best	
  use	
  of	
  video	
  to	
  enhance	
  their	
  
online	
  courses.	
  	
  	
  
	
  

	
  

Research	
  has	
  shown	
  positive	
  effects	
  of	
  using	
  online	
  videos	
  for	
  both	
  learning	
  

outcomes	
  and	
  course	
  quality	
  satisfaction.	
  For	
  example,	
  in	
  a	
  study	
  using	
  online	
  
videos	
  to	
  show	
  students	
  what	
  it’s	
  like	
  to	
  work	
  in	
  and	
  operate	
  the	
  Large	
  Hadron	
  
Super	
  Collider	
  in	
  CERN	
  without	
  the	
  need	
  to	
  visit	
  Geneva	
  Switzerland,	
  researchers	
  
found	
  increased	
  learning	
  outcomes	
  and	
  course	
  satisfaction	
  (Zhang,	
  Zhou,	
  Briggs,	
  &	
  
Nunamaker,	
  2006).	
  	
  	
  
	
  

Young	
  and	
  Norgard	
  (2006)	
  reported	
  that	
  student	
  perceptions	
  of	
  quality	
  

satisfaction	
  of	
  online	
  courses	
  are	
  important	
  to	
  institutions	
  and	
  faculty	
  that	
  are	
  
developing	
  online	
  courses	
  and	
  programs.	
  	
  So	
  while	
  course	
  satisfaction	
  would	
  not	
  be	
  
a	
  metric	
  by	
  which	
  you	
  could	
  determine	
  if	
  students	
  learn	
  “better”	
  with	
  video,	
  we	
  can	
  
measure	
  whether	
  or	
  not	
  students	
  feel	
  the	
  use	
  of	
  online	
  video	
  increase	
  their	
  
satisfaction	
  of	
  the	
  course.	
  	
  	
  If	
  students	
  have	
  increased	
  satisfaction	
  of	
  the	
  quality	
  of	
  
online	
  courses	
  that	
  utilize	
  video	
  they	
  may	
  be	
  more	
  likely	
  to	
  promote	
  courses	
  taken	
  
or	
  continue	
  to	
  take	
  more	
  online	
  courses	
  that	
  likewise	
  use	
  online	
  video.	
  	
  	
  

	
  

	
  
12	
  

	
  

Different	
  Types	
  of	
  Video	
  Serve	
  Different	
  Pedagogical	
  Purposes	
  
	
  

There	
  are	
  many	
  types	
  of	
  video	
  used	
  in	
  online	
  courses.	
  For	
  the	
  purpose	
  of	
  this	
  

study,	
  videos	
  were	
  coded	
  into	
  four	
  categories:	
  instructor-­‐created	
  video,	
  third-­‐party	
  
created	
  video,	
  student-­‐created	
  video,	
  and	
  synchronous	
  (live)	
  video.	
  	
  The	
  
pedagogical	
  value	
  of	
  these	
  four	
  types	
  of	
  video	
  may	
  vary	
  by	
  type.	
  For	
  example,	
  
instructor-­‐created	
  videos	
  may	
  be	
  more	
  effective	
  at	
  increasing	
  the	
  level	
  of	
  social	
  
presence	
  of	
  instructors	
  who	
  create	
  videos	
  personally	
  introducing	
  themselves	
  to	
  
students	
  or	
  providing	
  personal	
  commentary	
  on	
  course	
  content.	
  	
  	
  Increased	
  
instructor	
  presence	
  has	
  been	
  shown	
  to	
  have	
  positive	
  effects	
  on	
  student	
  motivation	
  
and	
  course	
  satisfaction	
  (Borup,	
  West,	
  &	
  Graham,	
  2012;	
  Swan,	
  2001).	
  	
  Instructor-­‐
created	
  videos	
  can	
  take	
  other	
  forms,	
  including	
  presentation	
  of	
  content	
  and	
  
assignments,	
  recorded	
  lectures	
  and	
  presentations,	
  as	
  well	
  as	
  comments	
  or	
  feedback.	
  	
  	
  
	
  

Third-­‐party	
  videos	
  can	
  provide	
  students	
  with	
  a	
  wide	
  variety	
  of	
  content,	
  

including	
  academic	
  content,	
  other	
  scholarly	
  viewpoints,	
  and	
  much	
  more,	
  far	
  beyond	
  
what	
  an	
  individual	
  instructor	
  could	
  possibly	
  create.	
  	
  Online	
  video	
  sources	
  such	
  as	
  
YouTube	
  and	
  Vimeo	
  are	
  now	
  publishing	
  “years”	
  worth	
  of	
  video	
  content	
  every	
  day.	
  	
  
Developing	
  an	
  online	
  class	
  today	
  means	
  that	
  instructors	
  can	
  choose	
  from	
  videos	
  that	
  
range	
  from	
  amateur	
  to	
  expertly	
  produced	
  videos	
  on	
  nearly	
  all	
  topics.	
  	
  One	
  
consideration	
  with	
  the	
  use	
  of	
  video	
  platforms	
  such	
  as	
  YouTube	
  is	
  curating	
  reliable	
  
sources	
  that	
  fit	
  within	
  the	
  curriculum	
  of	
  the	
  course.	
  	
  There	
  are	
  also	
  online	
  video	
  
professional	
  services	
  that	
  are	
  offering	
  carefully	
  selected	
  videos	
  by	
  category,	
  topic,	
  or	
  
expertise.	
  	
  Educational	
  institutions	
  can	
  subscribe	
  to	
  professional	
  online	
  video	
  
learning	
  resources	
  like	
  Atomic	
  Learning,	
  Kahn	
  Academy,	
  and	
  Lynda.com	
  to	
  name	
  a	
  

	
  

	
  
13	
  

	
  

few,	
  that	
  offer	
  professionally	
  produced	
  educational	
  videos.	
  	
  A	
  recent	
  report	
  released	
  
by	
  Atomic	
  Learning	
  (2014)	
  provided	
  evidence	
  that	
  the	
  use	
  of	
  online	
  video	
  tutorials	
  
in	
  a	
  treatment	
  groups	
  had	
  significant	
  skill	
  development	
  and	
  growth	
  over	
  the	
  control	
  
groups	
  (SEG	
  Measurement,	
  2014).	
  
	
  

Student-­‐created	
  videos	
  are	
  a	
  third	
  category	
  of	
  online	
  video	
  use.	
  Student-­‐

created	
  videos	
  have	
  several	
  potential	
  benefits	
  for	
  learning.	
  Such	
  videos	
  can	
  provide	
  
for	
  extended	
  learning	
  opportunities	
  outside	
  the	
  classroom	
  and	
  can	
  provide	
  students	
  
with	
  a	
  chance	
  to	
  bring	
  in	
  outside	
  perspectives	
  and	
  or	
  forms	
  of	
  expression.	
  	
  Having	
  
students	
  create	
  videos	
  can	
  promote	
  more	
  active	
  learning,	
  increase	
  student	
  
engagement,	
  and	
  contribute	
  to	
  the	
  students'	
  skills	
  in	
  creating	
  video	
  (Greene	
  &	
  
Crespi,	
  2012).	
  
	
  

Synchronous	
  videos	
  are	
  the	
  fourth	
  category	
  of	
  online	
  video	
  use.	
  	
  

Synchronous	
  video	
  use	
  can	
  take	
  several	
  forms,	
  including	
  live	
  lectures	
  or	
  
demonstrations,	
  office	
  hours,	
  class	
  discussions,	
  or	
  as	
  a	
  platform	
  for	
  students	
  to	
  
communicate	
  on	
  group	
  projects.	
  Synchronous	
  video	
  could	
  be	
  used	
  in	
  an	
  online	
  
course	
  as	
  scheduled	
  communication	
  in	
  the	
  course	
  or	
  serve	
  as	
  an	
  “as	
  needed”	
  basis	
  to	
  
allow	
  for	
  communication	
  between	
  two	
  or	
  more	
  members	
  of	
  the	
  online	
  course.	
  
These	
  various	
  uses	
  of	
  synchronous	
  video	
  have	
  the	
  potential	
  for	
  increasing	
  instructor	
  
presence,	
  as	
  well	
  as	
  social	
  presence	
  in	
  the	
  course,	
  and	
  increase	
  student	
  engagement	
  
in	
  the	
  course.	
  
Cognitive	
  Load	
  Theory	
  
	
  

Several	
  lines	
  of	
  research	
  have	
  suggested	
  video	
  might	
  have	
  pedagogical	
  value	
  

in	
  learning.	
  	
  Among	
  these	
  benefits	
  of	
  video	
  are	
  the	
  uses	
  of	
  video	
  to	
  reduce	
  learners’	
  

	
  

	
  
14	
  

	
  

cognitive	
  load	
  in	
  an	
  online	
  course	
  environment.	
  	
  Cognitive	
  load	
  theory	
  generally	
  
predicts	
  that	
  learning	
  best	
  happens	
  when	
  conditions	
  align	
  with	
  human	
  biological	
  
cognitive	
  architectures	
  that	
  do	
  not	
  exceed	
  the	
  learner’s	
  working	
  memory	
  
capabilities	
  and	
  when	
  instructional	
  design	
  is	
  based	
  on	
  our	
  knowledge	
  of	
  the	
  human	
  
cognitive	
  structure	
  (Sweller,	
  Ayres,	
  &	
  Kalyuga,	
  2011).	
  	
  This	
  study	
  does	
  not	
  focus	
  on	
  
measuring	
  the	
  cognitive	
  load	
  in	
  any	
  form,	
  but	
  relies	
  on	
  the	
  previous	
  research	
  
literature	
  that	
  identifies	
  video	
  as	
  one	
  medium	
  that	
  can	
  be	
  used	
  to	
  reduce	
  cognitive	
  
load	
  in	
  learning	
  environments.	
  	
  Using	
  cognitive	
  load	
  theory	
  in	
  the	
  practice	
  of	
  online	
  
course	
  design,	
  the	
  use	
  of	
  multimedia	
  (such	
  as	
  online	
  video)	
  can	
  be	
  used	
  to	
  reduce	
  
the	
  amount	
  of	
  cognitive	
  overload	
  on	
  the	
  learners	
  by	
  working	
  to	
  eliminate	
  split	
  
attention,	
  redundancy,	
  and	
  transiency	
  (Kalyuga,	
  2012).	
  	
  	
  
	
  

Knowledge	
  of	
  the	
  human	
  cognitive	
  architecture	
  can	
  be	
  used	
  by	
  instructional	
  

designers	
  and	
  teaching	
  faculty	
  to	
  develop	
  online	
  courses	
  that	
  utilize	
  video	
  in	
  a	
  
complementary	
  way	
  that	
  works	
  to	
  enhance	
  learning	
  by	
  reducing	
  cognitive	
  load	
  on	
  
the	
  student.	
  	
  Incorporating	
  the	
  instructional	
  design	
  principles	
  of	
  cognitive	
  load	
  
theory	
  (Kalyuga,	
  2012;	
  Sweller	
  et	
  al.,	
  2011)	
  video	
  can	
  be	
  used	
  to	
  avoid	
  issues	
  of	
  split	
  
attention	
  where	
  information	
  is	
  separated	
  over	
  “distance”	
  either	
  on	
  screen,	
  or	
  
through	
  virtual	
  distance	
  in	
  the	
  case	
  of	
  hypertext	
  as	
  it	
  allows	
  for	
  combinations	
  of	
  
visual	
  and	
  auditory	
  information	
  to	
  be	
  processed	
  by	
  the	
  learner	
  in	
  the	
  same	
  time	
  and	
  
space.	
  	
  However,	
  if	
  video	
  is	
  incorporated	
  as	
  an	
  additional	
  component	
  it	
  may	
  
unintentionally	
  increase	
  cognitive	
  load	
  by	
  increasing	
  split	
  attention	
  among	
  the	
  
content	
  or	
  by	
  introducing	
  extraneous	
  load	
  introduced	
  by	
  the	
  software	
  needed	
  to	
  
access	
  the	
  content	
  even	
  if	
  it	
  does	
  not	
  reduce	
  student	
  learning	
  (Hollender,	
  Hofmann,	
  

	
  

	
  
15	
  

	
  

Deneke,	
  &	
  Schmitz,	
  2010;	
  Homer,	
  Plass,	
  &	
  Blake,	
  2008;	
  Tempelman-­‐Kluit,	
  2006).	
  	
  
Instructional	
  course	
  design	
  can	
  address	
  issues	
  of	
  cognitive	
  overload	
  by	
  ensuring	
  
videos	
  are	
  used	
  in	
  effective	
  modes	
  of	
  content	
  delivery,	
  and	
  employ	
  commonly	
  used	
  
video	
  platforms	
  to	
  reduce	
  extraneous	
  load	
  potentially	
  introduced	
  by	
  the	
  online	
  
video	
  interface.	
  Video	
  also	
  has	
  the	
  ability	
  to	
  reduce	
  transiency	
  by	
  allowing	
  the	
  
learner	
  to	
  revisit	
  the	
  information	
  as	
  often	
  as	
  needed	
  to	
  increase	
  retention	
  of	
  
complex	
  information.	
  	
  Research	
  on	
  video	
  based	
  learning	
  has	
  shown	
  positive	
  results	
  
from	
  using	
  embedded	
  videos	
  based	
  on	
  cognitive	
  load	
  theory	
  on	
  student	
  learning	
  
(Noor,	
  Aini,	
  &	
  Hamizan,	
  2014).	
  	
  
Social	
  Presence	
  of	
  Instructor	
  
	
  

Social	
  presence	
  as	
  originally	
  defined	
  by	
  the	
  social	
  presence	
  theory	
  (Short,	
  

Williams,	
  &	
  Christie,	
  1976)	
  is	
  the	
  degree	
  of	
  salience	
  or	
  “realness”	
  of	
  a	
  person	
  
perceived	
  by	
  another	
  person	
  communicating	
  through	
  a	
  technology	
  medium,	
  and	
  the	
  
associated	
  “realness”	
  of	
  that	
  interaction.	
  	
  In	
  a	
  2002	
  publication	
  social	
  presence	
  was	
  
redefined	
  in	
  the	
  context	
  of	
  online	
  learning	
  as	
  “the	
  degree	
  of	
  feeling,	
  perception,	
  and	
  
reaction	
  to	
  another	
  intellectual	
  entity	
  in	
  the	
  CMC	
  environment”	
  (Tu	
  &	
  McIssac,	
  2002,	
  
p.	
  146).	
  	
  By	
  using	
  online	
  video,	
  instructors	
  and	
  instructional	
  designers	
  can	
  plan	
  for	
  
and	
  arrange	
  for	
  purposeful	
  interaction	
  through	
  video	
  as	
  a	
  medium	
  by	
  students	
  
throughout	
  the	
  course.	
  	
  Further,	
  online	
  video	
  platforms	
  can	
  also	
  provide	
  
opportunities	
  for	
  spontaneous	
  synchronous	
  online	
  video	
  communications	
  through	
  
content	
  management	
  systems	
  or	
  online	
  video	
  platforms	
  such	
  as	
  Google	
  Hangouts	
  or	
  
Skype.	
  Leveraging	
  online	
  video	
  to	
  increase	
  the	
  social	
  presence	
  felt	
  in	
  an	
  online	
  
course	
  supports	
  the	
  research	
  findings	
  that	
  report	
  course	
  satisfaction	
  is	
  related	
  to	
  

	
  

	
  
16	
  

	
  

the	
  level	
  of	
  social	
  presence	
  in	
  a	
  course	
  (Choi	
  &	
  Johnson,	
  2005;	
  Richardson	
  &	
  Swan,	
  
2003;	
  Rose,	
  2009).	
  	
  
	
  

There	
  are	
  many	
  ways	
  in	
  which	
  online	
  video	
  can	
  be	
  used	
  to	
  increase	
  the	
  

amount	
  of	
  social	
  presence	
  in	
  a	
  course.	
  	
  While	
  synchronous	
  video	
  may	
  be	
  an	
  easy	
  
format	
  to	
  think	
  about,	
  asynchronous	
  videos	
  can	
  be	
  effective	
  as	
  well.	
  	
  Given	
  the	
  
nature	
  of	
  online	
  courses,	
  synchronous	
  online	
  video	
  can	
  be	
  logistically	
  difficult	
  to	
  
arrange	
  and	
  perhaps	
  time	
  prohibitive	
  on	
  both	
  students	
  and	
  the	
  instructor.	
  	
  For	
  
many	
  online	
  courses,	
  it	
  would	
  still	
  be	
  possible	
  to	
  create	
  and	
  post	
  asynchronous	
  
videos	
  by	
  the	
  instructor	
  to	
  communicate	
  with	
  the	
  course	
  either	
  formerly	
  or	
  
informally	
  in	
  the	
  way	
  of	
  course	
  announcements,	
  lectures,	
  or	
  feedback.	
  A	
  recent	
  
study	
  from	
  2012	
  provides	
  evidence	
  to	
  support	
  this	
  claim	
  by	
  stating	
  that	
  use	
  of	
  
asynchronous	
  video	
  communications	
  can	
  increase	
  the	
  instructor	
  social	
  presence	
  in	
  
a	
  course	
  (Borup	
  et	
  al.,	
  2012).	
  
Predictors	
  of	
  Technology	
  Use	
  
	
  

Given	
  the	
  general	
  understanding	
  that	
  professional	
  development	
  or	
  skill	
  

development	
  in	
  technology	
  is	
  something	
  beneficial	
  to	
  all	
  active	
  instructors,	
  it	
  
therefore	
  becomes	
  important	
  to	
  identify	
  areas	
  or	
  issues	
  that	
  have	
  been	
  identified	
  in	
  
the	
  existing	
  literature	
  on	
  the	
  various	
  factors	
  that	
  predict	
  the	
  use	
  of	
  technology.	
  	
  By	
  
the	
  very	
  definition	
  of	
  online	
  learning,	
  there	
  is	
  in	
  an	
  implicit	
  understanding	
  that	
  
instructors	
  will	
  be	
  required	
  to	
  have	
  a	
  proficient	
  understanding	
  of	
  Internet-­‐based	
  
tools	
  and	
  communication	
  medium.	
  	
  
	
  
	
  

	
  

	
  
17	
  

	
  

Instructor	
  Beliefs	
  of	
  Teaching	
  and	
  Learning	
  	
  
	
  

Current	
  literature	
  on	
  teacher	
  beliefs	
  and	
  technology	
  use	
  indicate	
  a	
  strong	
  

correlation	
  between	
  how	
  teachers	
  feel	
  about	
  knowledge	
  learning,	
  teaching	
  
practices,	
  and	
  the	
  role	
  of	
  technology	
  integration	
  (Kim,	
  Kim,	
  Lee,	
  Spector,	
  &	
  
DeMeester,	
  2013;	
  Russell,	
  Bebell,	
  O’Dwyer,	
  &	
  O’Connor,	
  2003).	
  Simply	
  put,	
  if	
  
instructors	
  feel	
  a	
  particular	
  technology	
  is	
  a	
  beneficial	
  component	
  to	
  the	
  learning	
  and	
  
teaching	
  experience	
  then	
  they	
  will	
  be	
  more	
  likely	
  to	
  integrate	
  it	
  into	
  their	
  course	
  
than	
  instructors	
  who	
  believe	
  otherwise.	
  	
  It	
  has	
  been	
  suggested	
  that	
  in	
  order	
  to	
  
change	
  instructor	
  beliefs	
  the	
  organization	
  can	
  try	
  various	
  strategies	
  such	
  as	
  
professional	
  development,	
  peer	
  collaboration,	
  observations,	
  and	
  practice	
  
environments	
  to	
  try	
  and	
  advocate	
  for	
  more	
  technology	
  integration.	
  	
  In	
  response	
  to	
  
these	
  strategies	
  it	
  is	
  cautioned	
  that	
  fundamental	
  changes	
  in	
  instructor	
  beliefs	
  about	
  
use	
  of	
  technology	
  does	
  not	
  happen	
  quickly	
  and	
  for	
  any	
  sustained	
  growth	
  and	
  
positive	
  change	
  to	
  occur	
  the	
  organization	
  will	
  need	
  to	
  provide	
  incremental	
  and	
  
consistent	
  support	
  (Kim	
  et	
  al.,	
  2013).	
  	
  	
  In	
  addition	
  to	
  the	
  instructors’	
  beliefs	
  on	
  
learning,	
  teaching,	
  and	
  technology,	
  the	
  issue	
  of	
  institutional	
  responsibility	
  of	
  
technology	
  training	
  has	
  also	
  been	
  raised.	
  	
  In	
  a	
  survey	
  of	
  higher	
  education	
  faculty	
  
technology	
  literacy	
  and	
  training	
  it	
  was	
  reported	
  that	
  the	
  majority	
  believed	
  it	
  was	
  the	
  
university’s	
  responsibility	
  to	
  train	
  faculty	
  on	
  technologies	
  that	
  will	
  enhance	
  learning	
  
compared	
  to	
  the	
  responsibility	
  to	
  be	
  on	
  the	
  individual	
  instructor	
  (Georgina	
  &	
  Olson,	
  
2008).	
  
	
  
	
  

	
  

	
  
18	
  

	
  

Age	
  and	
  Experience	
  
It	
  is	
  a	
  common	
  belief	
  today	
  that	
  younger	
  generations	
  will	
  use	
  technology	
  
more	
  often	
  and	
  with	
  a	
  more	
  seamless	
  integration	
  into	
  their	
  everyday	
  lives	
  both	
  
personally	
  and	
  professionally	
  than	
  those	
  who	
  are	
  older.	
  	
  	
  When	
  it	
  comes	
  to	
  
integrating	
  technology	
  in	
  education	
  we	
  can	
  see	
  evidence	
  to	
  support	
  this	
  idea,	
  but	
  
there	
  are	
  also	
  some	
  claims	
  that	
  it	
  might	
  not	
  be	
  as	
  simple	
  as	
  it	
  sounds.	
  	
  A	
  recent	
  study	
  
by	
  the	
  National	
  Writing	
  Project	
  (NWP)	
  College	
  Board,	
  and	
  Pew	
  Research	
  Center	
  
points	
  to	
  evidence	
  from	
  their	
  survey	
  that	
  there	
  are	
  differences	
  in	
  technology	
  use	
  
between	
  younger	
  and	
  older	
  teachers.	
  	
  Specifically,	
  the	
  survey	
  states	
  “Teachers	
  under	
  
age	
  35	
  are	
  more	
  likely	
  than	
  teachers	
  age	
  55	
  and	
  older	
  to	
  describe	
  themselves	
  as	
  
“very	
  confident”	
  when	
  it	
  comes	
  to	
  using	
  new	
  digital	
  technologies”	
  (Purcell,	
  Heaps,	
  
Buchanan,	
  &	
  Friedrich,	
  2013,	
  p.	
  5).	
  	
  	
  They	
  also	
  report	
  findings	
  that	
  teachers	
  under	
  
the	
  age	
  of	
  35	
  have	
  their	
  students	
  develop	
  work	
  through	
  online	
  technologies,	
  
contribute	
  to	
  online	
  discussions	
  or	
  collaborations	
  more	
  than	
  their	
  colleagues	
  who	
  
are	
  older	
  than	
  55	
  years	
  old.	
  	
  	
  Further,	
  younger	
  teachers	
  were	
  also	
  more	
  likely	
  to	
  
draw	
  on	
  other	
  colleagues	
  for	
  ideas	
  on	
  technology	
  integration.	
  	
  	
  
Another	
  study	
  compared	
  the	
  technology	
  use	
  of	
  teachers	
  based	
  on	
  their	
  years	
  
of	
  experience	
  as	
  an	
  educator.	
  The	
  results	
  of	
  this	
  study	
  concluded	
  that	
  teachers	
  with	
  
five	
  years	
  or	
  less	
  of	
  experience	
  are	
  significantly	
  more	
  confident	
  using	
  technology	
  
than	
  those	
  who	
  have	
  been	
  teaching	
  between	
  six	
  and	
  15	
  years,	
  and	
  those	
  who	
  have	
  
been	
  teaching	
  for	
  more	
  than	
  15	
  years	
  (Russell	
  et	
  al.,	
  2003).	
  	
  An	
  interesting	
  find	
  
within	
  this	
  study	
  was	
  that	
  although	
  newer	
  teachers	
  were	
  more	
  confident	
  with	
  
technology	
  and	
  used	
  it	
  more	
  often	
  for	
  professional	
  applications	
  this	
  same	
  group	
  also	
  

	
  

	
  
19	
  

	
  

had	
  stronger	
  feelings	
  of	
  the	
  negative	
  impact	
  of	
  computers	
  on	
  students	
  than	
  those	
  
who	
  had	
  been	
  teaching	
  for	
  more	
  than	
  five	
  years.	
  	
  One	
  explanation	
  proposed	
  by	
  the	
  
researchers	
  was	
  that	
  given	
  the	
  complexity	
  of	
  starting	
  a	
  new	
  teaching	
  position	
  other	
  
factors	
  such	
  as	
  behavior	
  management,	
  curriculum	
  development,	
  adapting	
  to	
  
institutional	
  culture	
  to	
  name	
  a	
  few,	
  take	
  precedence	
  over	
  exploring	
  how	
  technology	
  
can	
  be	
  used	
  to	
  enhance	
  learning.	
  	
  Although	
  this	
  study	
  focuses	
  on	
  K-­‐12	
  teachers	
  it	
  is	
  
not	
  a	
  stretch	
  to	
  envision	
  the	
  same	
  level	
  of	
  adjustment	
  for	
  new	
  faculty	
  or	
  instructors	
  
in	
  higher	
  education.	
  	
  	
  
Looking	
  even	
  more	
  specifically	
  at	
  online	
  teaching	
  and	
  learning,	
  there	
  may	
  be	
  
an	
  experiential	
  learning	
  curve	
  on	
  integrating	
  technology	
  such	
  as	
  video	
  technologies	
  
in	
  online	
  courses	
  given	
  the	
  level	
  of	
  experience	
  an	
  instructor	
  has.	
  	
  If	
  an	
  instructor	
  is	
  
presented	
  with	
  the	
  task	
  of	
  teaching	
  online	
  for	
  the	
  first	
  time	
  their	
  years	
  of	
  experience	
  
teaching	
  in	
  face-­‐to-­‐face	
  courses	
  may	
  also	
  predict	
  the	
  instructors	
  openness	
  on	
  
technology	
  integration.	
  	
  
Barriers	
  to	
  Use	
  
	
  

Use	
  of	
  videos	
  in	
  an	
  online	
  course	
  requires	
  time,	
  planning,	
  and	
  various	
  levels	
  

of	
  skill	
  and	
  knowledge	
  on	
  how	
  to	
  use,	
  create,	
  and	
  share	
  online	
  videos.	
  Using	
  third	
  
party	
  videos	
  requires	
  understanding	
  of	
  how	
  and	
  when	
  to	
  present	
  the	
  right	
  videos	
  in	
  
the	
  correct	
  online	
  learning	
  environment.	
  	
  Online	
  teaching	
  can	
  be	
  described	
  as	
  a	
  
complex	
  task	
  that	
  requires	
  commitment	
  from	
  faculty	
  and	
  instructional	
  designers	
  
and	
  can	
  be	
  time	
  consuming	
  and	
  demanding	
  (Bolliger	
  &	
  Wasilik,	
  2009),	
  often	
  
requiring	
  different	
  levels	
  of	
  commitment	
  than	
  traditional	
  face-­‐to-­‐face	
  courses.	
  
Bolliger	
  and	
  Wasilik	
  (2009)	
  found	
  that	
  instructor	
  satisfaction	
  was	
  significant	
  to	
  the	
  

	
  

	
  
20	
  

	
  

development	
  of	
  online	
  courses	
  and	
  if	
  faculty	
  doesn’t	
  have	
  the	
  resources	
  they	
  need	
  
(both	
  tangible	
  and	
  intangible)	
  then	
  the	
  quality	
  of	
  those	
  courses	
  can	
  decline.	
  	
  	
  
	
  

Self-­‐efficacy	
  also	
  plays	
  a	
  role	
  in	
  the	
  use	
  of	
  online	
  technologies	
  such	
  as	
  video	
  

in	
  online	
  courses.	
  	
  A	
  study	
  on	
  technological,	
  pedagogical,	
  and	
  content	
  knowledge	
  
(TPACK)	
  and	
  teacher	
  self-­‐efficacy	
  provided	
  strong	
  evidence	
  to	
  suggest	
  that	
  an	
  
instructors	
  level	
  of	
  self-­‐efficacy	
  had	
  a	
  significant	
  impact	
  on	
  their	
  effective	
  and	
  
innovative	
  use	
  of	
  technology	
  in	
  their	
  classroom	
  (Abbitt,	
  2011).	
  The	
  relationship	
  
between	
  higher	
  levels	
  of	
  online	
  technology	
  self-­‐efficacy	
  has	
  been	
  shown	
  to	
  increase	
  
the	
  likelihood	
  that	
  higher	
  education	
  faculty	
  will	
  implement	
  and	
  use	
  such	
  
technologies	
  in	
  their	
  courses	
  (Buchanan,	
  Sainter,	
  &	
  Saunders,	
  2013;	
  Kagima	
  &	
  
Hausafus,	
  2001).	
  	
  In	
  the	
  case	
  of	
  video,	
  research	
  has	
  shown	
  that	
  using	
  instructional	
  
videos	
  can	
  increase	
  user	
  knowledge	
  (Woodworth,	
  Chen,	
  Horn,	
  &	
  Aziz,	
  2014)	
  
however	
  there	
  are	
  many	
  factors	
  beyond	
  self-­‐efficacy	
  in	
  the	
  adoption	
  and	
  use	
  of	
  
video	
  such	
  as	
  the	
  structural	
  (logistical)	
  limitations	
  and	
  the	
  perceived	
  usefulness	
  
(Buchanan	
  et	
  al.,	
  2013).	
  	
  If	
  instructors	
  do	
  not	
  feel	
  they	
  have	
  adequate	
  skills	
  in	
  using	
  
that	
  technology,	
  it	
  would	
  support	
  their	
  reluctance	
  to	
  use	
  or	
  implement	
  it	
  in	
  their	
  
own	
  classroom.	
  	
  	
  
Toward	
  Best	
  Practice	
  for	
  Using	
  Video	
  in	
  Online	
  Learning	
  
Video	
  is	
  a	
  common	
  form	
  of	
  educational	
  tool	
  used	
  in	
  online	
  learning	
  
environments	
  and	
  over	
  the	
  last	
  several	
  years	
  the	
  ability	
  to	
  create	
  and	
  share	
  online	
  
videos	
  has	
  become	
  increasingly	
  accessible.	
  	
  In	
  today’s	
  online	
  course	
  environments	
  
there	
  is	
  a	
  wide	
  variety	
  of	
  types	
  of	
  videos	
  created,	
  and	
  a	
  wide	
  array	
  of	
  production	
  
value.	
  	
  As	
  a	
  result	
  of	
  the	
  ease	
  in	
  which	
  an	
  individual	
  can	
  create	
  and	
  share	
  their	
  

	
  

	
  
21	
  

	
  

videos	
  it	
  is	
  becoming	
  increasingly	
  important	
  to	
  study	
  the	
  variety	
  of	
  video	
  styles	
  and	
  
production	
  values	
  to	
  create	
  a	
  set	
  of	
  “best	
  practices”	
  for	
  online	
  instructional	
  video	
  
development.	
  	
  	
  
Length	
  and	
  Types	
  of	
  Video	
  
In	
  a	
  recent	
  (2014)	
  empirical	
  study	
  of	
  various	
  videos	
  used	
  in	
  a	
  selection	
  of	
  
Massive	
  Open	
  Online	
  Courses	
  (MOOCs)	
  the	
  researchers	
  were	
  able	
  to	
  analyze	
  student	
  
engagement	
  from	
  a	
  combined	
  6.9	
  million	
  video	
  viewing	
  sessions.	
  	
  The	
  researchers	
  
were	
  able	
  to	
  categorize	
  four	
  main	
  video	
  formats;	
  classroom	
  lecture,	
  “talking	
  head”	
  of	
  
instructor	
  at	
  a	
  desk,	
  digital	
  tablet	
  drawing	
  “Khan-­‐style”,	
  and	
  PowerPoint	
  slide	
  
recordings.	
  From	
  these	
  categories	
  they	
  were	
  able	
  to	
  compare	
  the	
  type	
  of	
  video	
  with	
  
the	
  student	
  engagement	
  defined	
  as	
  the	
  likelihood	
  that	
  the	
  students	
  would	
  engage	
  in	
  
reflection	
  questions	
  or	
  another	
  form	
  of	
  course	
  interaction	
  within	
  30	
  minutes	
  of	
  
completing	
  the	
  video.	
  	
  Their	
  findings	
  of	
  the	
  study	
  state	
  that	
  shorter	
  video	
  videos	
  are	
  
more	
  engaging	
  (specifically	
  those	
  between	
  0-­‐3	
  minutes	
  in	
  length),	
  videos	
  that	
  
contain	
  a	
  mixture	
  of	
  content	
  and	
  a	
  “talking	
  head”	
  are	
  more	
  engaging,	
  “Khan-­‐style	
  
tablet	
  drawings	
  are	
  more	
  engaging	
  than	
  PowerPoint	
  videos,	
  instructors	
  who	
  speak	
  
more	
  quickly	
  and	
  with	
  high	
  energy	
  are	
  more	
  engaging,	
  and	
  that	
  high	
  production	
  
value	
  does	
  not	
  mean	
  the	
  video	
  will	
  be	
  more	
  engaging	
  (Guo,	
  Kim,	
  &	
  Rubin,	
  2014).	
  	
  	
  
Video	
  Production	
  
Along	
  with	
  their	
  findings	
  the	
  researchers	
  also	
  published	
  video	
  production	
  
recommendations	
  to	
  assist	
  faculty	
  and	
  instructional	
  designers	
  on	
  how	
  to	
  make	
  the	
  
most	
  engaging	
  videos	
  possible.	
  	
  Their	
  top	
  recommendations	
  were	
  to	
  invest	
  in	
  pre-­‐
production	
  planning	
  of	
  the	
  videos	
  to	
  try	
  and	
  condense	
  video	
  into	
  shorter	
  segments	
  

	
  

	
  
22	
  

	
  

(less	
  than	
  6	
  minutes),	
  invest	
  in	
  post-­‐production	
  editing	
  to	
  combine	
  video	
  of	
  
instructor	
  with	
  other	
  “demo”	
  video,	
  and	
  to	
  try	
  to	
  film	
  in	
  informal	
  settings	
  (Guo	
  et	
  al.,	
  
2014,	
  p.	
  2).	
  	
  These	
  findings	
  are	
  also	
  supported	
  by	
  other	
  university	
  video	
  “best	
  
practices”	
  published	
  on	
  various	
  faculty	
  teaching	
  and	
  learning	
  resource	
  pages	
  that	
  
suggest	
  videos	
  be	
  shorter	
  (3	
  –	
  5	
  minutes),	
  and	
  be	
  broken	
  into	
  smaller	
  chunks	
  (“Best	
  
Practices,	
  Video,”	
  2014,	
  “Video	
  Best	
  Practices:	
  The	
  Center	
  for	
  Teaching	
  and	
  Learning	
  
UNC	
  Charlotte,”	
  2014).	
  	
  With	
  new	
  research	
  being	
  published	
  specifically	
  investigating	
  
video	
  production	
  there	
  is	
  hope	
  that	
  an	
  industry	
  “best	
  practices”	
  for	
  online	
  course	
  
video	
  will	
  emerge	
  and	
  benefit	
  all	
  faculty	
  and	
  instructional	
  designers	
  as	
  they	
  begin	
  or	
  
continue	
  to	
  develop	
  new	
  videos.	
  	
  	
  
Need	
  for	
  the	
  Current	
  Study	
  
	
  

This	
  study	
  focused	
  on	
  investigating	
  the	
  current	
  faculty	
  use	
  and	
  perceptions	
  

of	
  video	
  in	
  online	
  courses.	
  	
  This	
  exploratory	
  research	
  study	
  provided	
  valuable	
  
institutional	
  information	
  on	
  how	
  the	
  use	
  of	
  videos	
  in	
  online	
  courses	
  compared	
  to	
  
existing	
  literature	
  and	
  identified	
  areas	
  in	
  which	
  video	
  was	
  being	
  used	
  to	
  enhance	
  
learning	
  outcomes	
  and	
  potential	
  barriers	
  for	
  faculty	
  video	
  use.	
  	
  	
  With	
  continued	
  
increases	
  in	
  online	
  learning	
  and	
  online	
  course	
  offerings	
  this	
  study	
  aimed	
  to	
  collect	
  
and	
  analyze	
  data	
  on	
  how	
  videos	
  were	
  being	
  used	
  to	
  enhance	
  the	
  online	
  learning	
  
experience	
  and	
  how	
  instructors	
  felt	
  about	
  the	
  value	
  of	
  incorporating	
  video	
  in	
  their	
  
online	
  course.	
  	
  This	
  study	
  focused	
  on	
  the	
  research	
  questions	
  formulated	
  below.	
  
Understanding	
  the	
  use	
  and	
  faculty	
  perceptions	
  of	
  online	
  video	
  can	
  inform	
  higher	
  
education	
  institutions	
  on	
  how	
  faculty	
  feel	
  about	
  the	
  use	
  of	
  video	
  and	
  how	
  I	
  they	
  feel	
  
it	
  enhanced	
  online	
  learning.	
  	
  

	
  

	
  
23	
  

	
  

Research	
  Questions	
  
This	
  exploratory	
  cross-­‐sectional	
  research	
  survey	
  investigated	
  the	
  following	
  research	
  
questions:	
  
1. How	
  does	
  the	
  frequency	
  and	
  type	
  of	
  video	
  (instructor-­‐created,	
  third-­‐party	
  
created,	
  student-­‐created,	
  and	
  synchronous)	
  use	
  vary	
  across	
  different	
  online	
  
courses?	
  	
  
2. How	
  do	
  instructors	
  perceive	
  the	
  pedagogical	
  value	
  of	
  different	
  types	
  of	
  video	
  
(instructor-­‐created,	
  third-­‐party	
  created)	
  in	
  their	
  online	
  course?	
  
3. How	
  do	
  instructors	
  perceive	
  the	
  effect	
  of	
  online	
  video	
  on	
  student	
  
engagement	
  in	
  their	
  course?	
  	
  
4. What	
  are	
  the	
  key	
  factors	
  influencing	
  an	
  instructor’s	
  decision	
  to	
  create	
  videos	
  
for	
  their	
  online	
  course?	
  
a. What	
  barriers	
  to	
  video	
  use	
  do	
  instructors	
  report?	
  
b. How	
  does	
  institutional	
  support	
  influence	
  instructors’	
  creation	
  of	
  
online	
  video?	
  
5. How	
  do	
  instructor	
  age,	
  experience	
  and	
  subject	
  domain	
  relate	
  to	
  video	
  use	
  in	
  
their	
  online	
  course?	
  	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  
24	
  

	
  

CHAPTER	
  3	
  
	
  
METHODS	
  
Research	
  Design	
  
	
  

An	
  anonymous	
  exploratory	
  cross-­‐sectional	
  research	
  survey	
  was	
  used	
  in	
  this	
  

study.	
  	
  A	
  survey	
  instrument	
  was	
  designed,	
  drawing	
  on	
  previous	
  studies,	
  and	
  used	
  to	
  
collect	
  self-­‐reported	
  data	
  from	
  a	
  purposive	
  sample	
  of	
  online	
  instructors	
  from	
  one	
  
university.	
  	
  The	
  survey	
  used	
  was	
  facilitated	
  through	
  a	
  secure	
  online	
  survey	
  platform	
  
and	
  all	
  of	
  the	
  participants	
  in	
  the	
  study	
  were	
  self-­‐selected	
  from	
  respondents	
  to	
  the	
  
invitation	
  sent	
  via	
  electronic	
  mail.	
  	
  	
  	
  
Sampling	
  
	
  

The	
  sample	
  for	
  this	
  cross-­‐sectional	
  study	
  was	
  comprised	
  of	
  a	
  single	
  stage	
  

sampling	
  procedure	
  to	
  conduct	
  a	
  purposive	
  sample	
  of	
  online	
  course	
  instructors	
  
from	
  the	
  2013-­‐2014	
  academic	
  year.	
  	
  The	
  sample	
  for	
  this	
  study	
  was	
  drawn	
  from	
  the	
  
aggregate	
  population	
  of	
  448	
  online	
  instructors	
  offering	
  1,855	
  cumulative	
  online	
  
courses	
  from	
  a	
  large	
  private	
  international	
  liberal	
  arts	
  university	
  based	
  in	
  the	
  United	
  
States	
  Midwest	
  region.	
  	
  The	
  full	
  email	
  address	
  list	
  of	
  online	
  instructors	
  was	
  provided	
  
by	
  the	
  university’s	
  Online	
  Learning	
  Center	
  that	
  facilitates	
  online	
  courses	
  for	
  the	
  
university.	
  	
  Using	
  the	
  complete	
  list	
  of	
  online	
  instructors	
  from	
  2013	
  –	
  2014	
  each	
  
instructor	
  was	
  sent	
  an	
  email	
  invitation	
  to	
  participate	
  in	
  the	
  anonymous	
  survey	
  
through	
  the	
  survey	
  distribution	
  tools	
  available	
  from	
  Qualtrics	
  online	
  survey.	
  	
  
	
  

The	
  desired	
  sample	
  size	
  for	
  this	
  study	
  was	
  based	
  on	
  the	
  Table	
  for	
  

Determining	
  Minimum	
  Returned	
  Sample	
  Size	
  for	
  a	
  Given	
  Population	
  Size	
  for	
  
Continuous	
  and	
  Categorical	
  Data	
  (Barlett,	
  Kotrlik,	
  &	
  Higgins,	
  2001,	
  p.	
  48).	
  	
  Given	
  the	
  

	
  

	
  
25	
  

	
  

population	
  of	
  448	
  instructors	
  and	
  selecting	
  a	
  commonly	
  accepted	
  alpha	
  level	
  of	
  .05	
  
and	
  three	
  percent	
  (.03)	
  margin	
  of	
  error	
  the	
  table	
  suggests	
  the	
  minimum	
  sample	
  size	
  
based	
  on	
  the	
  survey	
  instrument	
  and	
  use	
  of	
  continuous	
  data	
  to	
  be	
  96	
  participants.	
  	
  	
  
Participants	
  
	
  

Participants	
  of	
  this	
  study	
  consisted	
  of	
  self-­‐selected	
  respondents	
  from	
  the	
  

aggregate	
  population	
  of	
  448	
  online	
  instructors	
  from.	
  The	
  sample	
  (n=100)	
  consisted	
  
of	
  both	
  fulltime	
  instructors	
  (12.1%)	
  and	
  adjunct	
  instructors	
  (87.9%)	
  representing	
  
predominately	
  graduate	
  instructors	
  (83%)	
  as	
  compared	
  to	
  17%	
  undergraduate	
  
instructors.	
  	
  In	
  this	
  study	
  there	
  were	
  58	
  males	
  (59.2%),	
  40	
  females	
  (40.8%)	
  with	
  an	
  
average	
  age	
  of	
  Mage=56.3	
  years	
  old.	
  	
  	
  
Study	
  Context	
  
	
  

This	
  study	
  conducted	
  research	
  at	
  a	
  private	
  nonprofit	
  international	
  liberal	
  

arts	
  university	
  with	
  its	
  main	
  campus	
  located	
  in	
  the	
  Midwest	
  of	
  the	
  United	
  States	
  and	
  
additional	
  campus	
  locations	
  around	
  the	
  world	
  including	
  North	
  America,	
  Europe,	
  and	
  
Asia.	
  The	
  university	
  is	
  classified	
  as	
  a	
  large	
  private	
  not-­‐for-­‐profit	
  four-­‐year	
  university	
  
with	
  an	
  enrollment	
  profile	
  of	
  primarily	
  graduate	
  students	
  (The	
  Carnegie	
  
Classifications	
  of	
  Institutions	
  of	
  Higher	
  Education,	
  2010).	
  	
  The	
  university	
  is	
  focused	
  
on	
  developing	
  and	
  maintaining	
  a	
  global	
  community	
  with	
  a	
  total	
  student	
  population	
  
of	
  22,000	
  representing	
  50	
  countries	
  from	
  around	
  the	
  world.	
  The	
  university	
  has	
  a	
  
strong	
  online	
  educational	
  presence	
  through	
  its	
  Online	
  Learning	
  Center	
  and	
  hosts	
  25	
  
fully	
  online	
  graduate	
  degrees	
  and	
  eight	
  fully	
  online	
  undergraduate	
  degrees.	
  	
  The	
  
Online	
  Learning	
  Center	
  supports	
  and	
  manages	
  all	
  online	
  courses	
  centrally	
  from	
  the	
  

	
  

	
  
26	
  

	
  

main	
  campus.	
  	
  Students	
  enrolled	
  in	
  online	
  courses	
  include	
  a	
  global	
  student	
  
population	
  representing	
  international	
  campuses	
  from	
  Europe,	
  Africa,	
  and	
  Asia.	
  	
  
	
  

During	
  the	
  2013-­‐2014	
  academic	
  year	
  the	
  Online	
  Learning	
  Center	
  offered	
  

1,855	
  total	
  online	
  courses	
  from	
  448	
  instructors	
  with	
  a	
  total	
  enrollment	
  of	
  20,975	
  
students.	
  	
  The	
  university	
  is	
  committed	
  to	
  the	
  continuing	
  development	
  of	
  online	
  
courses	
  and	
  programs.	
  Research	
  such	
  as	
  the	
  present	
  study	
  may	
  have	
  direct	
  
application	
  in	
  efforts	
  on	
  improving	
  quality	
  and	
  satisfaction	
  of	
  course	
  development	
  
and	
  student	
  satisfaction	
  with	
  the	
  courses.	
  	
  The	
  aim	
  of	
  this	
  study	
  was	
  to	
  investigate	
  
the	
  faculty	
  uses	
  and	
  perceptions	
  of	
  video	
  in	
  online	
  courses	
  as	
  part	
  of	
  a	
  larger	
  
initiative	
  to	
  understand	
  how	
  faculty	
  feel	
  about	
  integrating	
  video	
  technology	
  in	
  their	
  
online	
  courses.	
  	
  This	
  study	
  provides	
  a	
  snapshot	
  of	
  faculty	
  use	
  of	
  technology	
  in	
  their	
  
online	
  courses	
  that	
  can	
  be	
  used	
  to	
  inform	
  university	
  administrators	
  and	
  major	
  
academic	
  units	
  on	
  the	
  directions	
  of	
  future	
  professional	
  development	
  for	
  online	
  
instructors.	
  	
  
Procedures	
  
	
  

The	
  anonymous	
  online	
  survey	
  was	
  distributed	
  electronically	
  via	
  email	
  to	
  448	
  

online	
  instructors.	
  	
  The	
  responses	
  were	
  collected	
  by	
  the	
  online	
  survey	
  instrument	
  
and	
  exported	
  in	
  SPSS	
  format.	
  	
  Analyses	
  of	
  the	
  responses	
  are	
  reported	
  in	
  Chapter	
  4.	
  
Survey	
  Instrument	
  
	
  

The	
  survey	
  instrument	
  consisted	
  of	
  multiple	
  choice,	
  five-­‐point	
  Likert	
  scale,	
  

and	
  open-­‐ended	
  reflection	
  questions	
  (see	
  Appendix	
  A).	
  The	
  survey	
  included	
  original	
  
questions	
  directly	
  related	
  to	
  the	
  research	
  questions	
  and	
  questions	
  adapted	
  from	
  
previous	
  research	
  surveys	
  (Schmidt	
  et	
  al.,	
  2009).	
  	
  The	
  survey	
  was	
  created	
  using	
  a	
  

	
  

	
  
27	
  

	
  

commercial	
  tool,	
  Qualtrics,	
  for	
  survey	
  design	
  and	
  administration.	
  	
  The	
  university	
  
also	
  provided	
  the	
  researcher	
  with	
  descriptive	
  data	
  on	
  the	
  total	
  number	
  of	
  online	
  
courses,	
  instructors,	
  enrolled	
  students,	
  and	
  departments	
  represented	
  during	
  the	
  
same	
  2013-­‐2014	
  academic	
  year.	
  	
  	
  
	
  

Prior	
  to	
  distribution	
  to	
  online	
  faculty	
  this	
  survey	
  was	
  piloted	
  for	
  two	
  weeks	
  

by	
  a	
  purposive	
  group	
  of	
  volunteer	
  participants.	
  	
  The	
  survey	
  pilot	
  was	
  valuable	
  in	
  
testing	
  out	
  the	
  newly	
  created	
  survey	
  to	
  identify	
  questions	
  and	
  definitions	
  that	
  
needed	
  clarification	
  or	
  revisions	
  before	
  the	
  official	
  launch	
  of	
  the	
  survey.	
  	
  	
  
The	
  survey	
  instrument	
  consisted	
  of	
  six	
  sections,	
  including	
  one	
  special	
  
branched	
  section	
  that	
  was	
  only	
  visible	
  to	
  respondents	
  that	
  used	
  instructor-­‐created	
  
video.	
  	
  Each	
  section	
  was	
  designed	
  to	
  collect	
  specific	
  information	
  on	
  the	
  uses	
  and	
  
perceptions	
  of	
  video	
  in	
  online	
  courses.	
  	
  Instructors	
  were	
  asked	
  to	
  choose	
  one	
  online	
  
course	
  (in	
  case	
  they	
  had	
  taught	
  more)	
  to	
  use	
  as	
  their	
  focus	
  throughout	
  the	
  survey.	
  
The	
  first	
  section	
  of	
  the	
  survey	
  collected	
  information	
  on	
  teaching	
  experience	
  and	
  
demographic	
  information	
  from	
  the	
  participants	
  including	
  which	
  course	
  they	
  taught,	
  
if	
  they	
  taught	
  face-­‐to-­‐face	
  courses,	
  their	
  level	
  of	
  education,	
  and	
  their	
  faculty	
  
appointment	
  status.	
  	
  The	
  second	
  section	
  collected	
  data	
  on	
  the	
  types	
  of	
  videos	
  used	
  
in	
  online	
  courses	
  reported	
  by	
  the	
  instructors.	
  	
  	
  This	
  section	
  focused	
  on	
  the	
  four	
  
categories	
  of	
  video	
  (instructor-­‐created,	
  third	
  party,	
  student-­‐created,	
  and	
  
synchronous)	
  and	
  the	
  frequency	
  in	
  which	
  they	
  were	
  used.	
  	
  	
  
The	
  survey	
  section	
  on	
  types	
  of	
  video	
  used	
  included	
  the	
  definitions	
  of	
  each	
  of	
  
the	
  four	
  categories	
  of	
  video	
  as	
  identified	
  by	
  this	
  study.	
  	
  Instructor-­‐created	
  video	
  was	
  
defined	
  as	
  videos	
  created	
  by	
  (or	
  of)	
  the	
  instructor	
  of	
  the	
  course	
  (e.g.	
  self	
  recordings,	
  

	
  

	
  
28	
  

	
  

recorded	
  lectures,	
  interviews,	
  screencasts/demonstrations,	
  etc.).	
  Third	
  party	
  video	
  
was	
  defined	
  as	
  videos	
  created	
  by	
  individuals	
  or	
  organizations	
  outside	
  of	
  the	
  course	
  
(e.g.	
  TED	
  talks,	
  Lynda.com,	
  Atomic	
  Learning,	
  music	
  videos,	
  Hollywood	
  movies,	
  
television	
  shows,	
  etc.).	
  	
  Student-­‐created	
  video	
  was	
  described	
  as	
  videos	
  created	
  by	
  
the	
  students	
  of	
  the	
  course	
  (e.g.	
  self	
  recording,	
  recorded	
  skits,	
  interviews,	
  
screencasts,	
  etc.).	
  	
  Synchronous	
  video	
  was	
  described	
  as	
  videos	
  that	
  require	
  real-­‐time	
  
interactions	
  between	
  the	
  faculty	
  and	
  one	
  or	
  more	
  students	
  (e.g.	
  Skype	
  chats,	
  Google	
  
Hangout,	
  Webinar	
  events,	
  etc.).	
  	
  
	
  The	
  third	
  section	
  focusing	
  on	
  how	
  videos	
  were	
  used	
  asked	
  respondents	
  to	
  
indicate	
  the	
  purpose	
  of	
  the	
  video	
  use	
  in	
  their	
  course	
  through	
  multiple	
  choice	
  and	
  
Likert	
  scale	
  questions.	
  	
  The	
  fourth	
  section	
  focused	
  on	
  the	
  feeling	
  and	
  perceptions	
  of	
  
faculty	
  on	
  the	
  use	
  of	
  video	
  on	
  the	
  pedagogical	
  value	
  and	
  student	
  engagement.	
  	
  This	
  
section	
  of	
  the	
  survey	
  specifically	
  asked	
  instructors	
  to	
  rate	
  how	
  they	
  felt	
  about	
  
instructor-­‐created,	
  third	
  party,	
  and	
  synchronous	
  video	
  increasing	
  pedagogical	
  
aspects	
  of	
  the	
  course	
  and	
  increasing	
  student	
  engagement.	
  	
  	
  
The	
  fifth	
  section	
  was	
  focused	
  on	
  the	
  self-­‐efficacy	
  of	
  video	
  technology	
  and	
  
TPACK.	
  	
  This	
  section	
  utilized	
  the	
  adapted	
  TPACK	
  self-­‐efficacy	
  Likert	
  scales	
  from	
  
Schmidt	
  et	
  al.	
  (2009).	
  The	
  sixth	
  and	
  final	
  section	
  of	
  the	
  survey	
  was	
  the	
  branched	
  
logic	
  section	
  focused	
  on	
  instructor-­‐created	
  video.	
  	
  This	
  section	
  of	
  the	
  survey	
  was	
  
only	
  visible	
  to	
  respondents	
  that	
  indicated	
  they	
  used	
  instructor-­‐created	
  video	
  in	
  the	
  
second	
  section	
  on	
  types	
  of	
  video	
  used.	
  	
  This	
  branched	
  section	
  collected	
  data	
  on	
  the	
  
various	
  aspects	
  of	
  video	
  production,	
  planning	
  process,	
  and	
  university	
  support	
  the	
  
instructors	
  experienced	
  when	
  creating	
  their	
  own	
  videos.	
  	
  In	
  addition	
  to	
  the	
  multiple	
  

	
  

	
  
29	
  

	
  

choice	
  and	
  Likert	
  scale	
  questions	
  the	
  survey	
  also	
  contained	
  four	
  open-­‐ended	
  
reflection	
  questions	
  intended	
  to	
  give	
  instructors	
  a	
  chance	
  to	
  identify	
  any	
  additional	
  
aspects	
  of	
  using	
  video	
  they	
  felt	
  was	
  important.	
  	
  
Data	
  Collection	
  
This	
  exploratory	
  research	
  study	
  used	
  a	
  secure	
  online	
  survey	
  instrument	
  to	
  
collect	
  information	
  on	
  the	
  faculty	
  uses	
  and	
  perceptions	
  of	
  video	
  in	
  online	
  courses	
  
from	
  a	
  sample	
  of	
  online	
  instructors.	
  The	
  anonymous	
  survey	
  instrument	
  was	
  sent	
  to	
  
each	
  instructor	
  via	
  electronic	
  mail	
  including	
  the	
  rationale	
  of	
  the	
  survey,	
  instructions,	
  
consent	
  form,	
  and	
  all	
  relevant	
  contact	
  information	
  for	
  the	
  study	
  and	
  the	
  office	
  of	
  
institutional	
  research.	
  The	
  online	
  survey	
  was	
  open	
  for	
  three	
  weeks,	
  with	
  two	
  
subsequent	
  survey	
  reminders	
  sent	
  by	
  electronic	
  mail	
  in	
  week	
  two	
  and	
  three	
  of	
  the	
  
study	
  to	
  participants.	
  	
  	
  
Upon	
  the	
  completion	
  of	
  the	
  three-­‐week	
  open	
  period	
  of	
  the	
  survey,	
  the	
  data	
  
were	
  exported	
  as	
  an	
  SPSS	
  file,	
  which	
  is	
  maintained	
  in	
  a	
  password	
  protected	
  file	
  
location.	
  Additionally,	
  all	
  open-­‐ended	
  reflection	
  questions	
  from	
  completed	
  
responses	
  were	
  collected	
  and	
  analyzed	
  to	
  provide	
  contextual	
  information	
  to	
  the	
  
survey	
  respondents’	
  feelings	
  on	
  the	
  use	
  of	
  video	
  in	
  online	
  courses.	
  	
  The	
  opened-­‐
ended	
  reflection	
  responses	
  can	
  be	
  seen	
  in	
  full	
  in	
  Appendix	
  B.	
  
Data	
  Analysis	
  
The	
  data	
  recorded	
  from	
  the	
  survey	
  were	
  analyzed	
  using	
  a	
  variety	
  of	
  
statistical	
  analyses	
  through	
  SPSS	
  software.	
  	
  The	
  following	
  section	
  lists	
  the	
  statistical	
  
analyses	
  used	
  based	
  on	
  the	
  research	
  question.	
  	
  	
  

	
  

	
  
30	
  

	
  

	
  

To	
  analyze	
  the	
  data	
  for	
  research	
  question	
  one,	
  a	
  frequency	
  analysis	
  was	
  used	
  

to	
  identify	
  the	
  descriptive	
  data	
  on	
  the	
  type	
  and	
  frequency	
  of	
  video	
  usage	
  across	
  the	
  
major	
  academic	
  units.	
  Pearson	
  correlation	
  analyses	
  were	
  also	
  used	
  to	
  compare	
  the	
  
frequency	
  of	
  video	
  use	
  and	
  video	
  requirement.	
  	
  A	
  repeated	
  measures	
  ANOVA	
  
analysis	
  was	
  used	
  to	
  analyze	
  how	
  use	
  of	
  video	
  types	
  varied	
  between	
  major	
  academic	
  
units.	
  
	
  

To	
  analyze	
  data	
  for	
  research	
  question	
  two	
  and	
  three,	
  a	
  frequency	
  analysis	
  

was	
  used	
  to	
  identify	
  descriptive	
  data	
  on	
  the	
  mean	
  values	
  of	
  the	
  Likert	
  scales	
  on	
  
pedagogical	
  value	
  of	
  instructor-­‐created,	
  third	
  party	
  video.	
  	
  To	
  test	
  for	
  mean	
  
differences	
  in	
  the	
  perceived	
  pedagogical	
  value	
  of	
  instructor-­‐created	
  video	
  and	
  third	
  
party	
  video	
  a	
  one-­‐sample	
  t-­‐test	
  was	
  used	
  to	
  identify	
  any	
  significant	
  differences.	
  	
  A	
  
regression	
  analysis	
  was	
  used	
  to	
  test	
  for	
  significance	
  between	
  online	
  teaching	
  
experience	
  and	
  the	
  composite	
  measure	
  of	
  video	
  use.	
  	
  
For	
  research	
  question	
  four,	
  a	
  frequency	
  analysis	
  was	
  used	
  to	
  identify	
  
descriptive	
  data	
  on	
  all	
  survey	
  questions	
  related	
  to	
  barriers	
  and	
  resources	
  identified	
  
by	
  instructors.	
  	
  Frequency	
  descriptives	
  were	
  used	
  to	
  report	
  the	
  mean	
  values	
  of	
  the	
  
Likert	
  scales	
  on	
  course	
  development	
  resources	
  provided	
  by	
  the	
  university.	
  	
  
To	
  analyze	
  data	
  for	
  research	
  question	
  five,	
  a	
  frequency	
  analysis	
  was	
  used	
  to	
  
identify	
  descriptive	
  data	
  on	
  video	
  type,	
  frequency,	
  and	
  mean	
  scores	
  from	
  Likert	
  
scales	
  on	
  self-­‐efficacy.	
  	
  Multiple	
  regression	
  ANOVA	
  analyses	
  were	
  used	
  to	
  compare	
  
instructor	
  age	
  and	
  experience	
  with	
  video	
  type.	
  	
  Pearson	
  correlations	
  were	
  used	
  to	
  
test	
  for	
  significant	
  relationships	
  between	
  frequency	
  of	
  video	
  use,	
  instructor	
  age	
  and	
  
experience,	
  and	
  self-­‐efficacy	
  of	
  TPACK	
  and	
  video	
  technology.	
  	
  	
  

	
  

	
  
31	
  

	
  

	
  

CHAPTER	
  4	
  	
  
	
  
RESULTS	
  
	
  

In	
  total,	
  the	
  online	
  survey	
  received	
  100	
  completed	
  responses	
  after	
  16	
  

incomplete	
  and	
  erroneous	
  responses	
  were	
  removed	
  from	
  the	
  data	
  set.	
  Two	
  of	
  the	
  
responses	
  were	
  removed	
  since	
  they	
  indicated	
  they	
  did	
  not	
  wish	
  to	
  participate,	
  and	
  
the	
  other	
  14	
  incomplete	
  responses	
  were	
  removed	
  for	
  failing	
  to	
  complete	
  the	
  survey	
  
beyond	
  the	
  first	
  section.	
  After	
  accounting	
  for	
  the	
  incomplete	
  responses	
  the	
  final	
  
response	
  rate	
  for	
  the	
  online	
  survey	
  was	
  22.3%	
  (100/448)	
  which	
  was	
  lower	
  than	
  
anticipated	
  but	
  sufficient	
  to	
  surpass	
  the	
  minimum	
  sample	
  size	
  needed	
  to	
  generalize	
  
findings	
  back	
  to	
  the	
  population	
  of	
  online	
  instructors.	
  	
  The	
  survey	
  results	
  for	
  the	
  100	
  
completed	
  responses	
  contain	
  missing	
  data	
  on	
  individual	
  items	
  throughout	
  the	
  
survey.	
  	
  Not	
  all	
  100	
  participants	
  answered	
  every	
  survey	
  item.	
  	
  As	
  a	
  result	
  of	
  missing	
  
data	
  the	
  following	
  results	
  in	
  this	
  chapter	
  are	
  reported	
  using	
  the	
  valid	
  percentage	
  
indicated	
  by	
  SPSS.	
  While	
  the	
  response	
  rate	
  is	
  lower	
  than	
  desired	
  it	
  met	
  the	
  threshold	
  
of	
  the	
  minimum	
  desired	
  sample	
  size	
  of	
  96	
  based	
  on	
  the	
  Table	
  for	
  Determining	
  
Minimum	
  Returned	
  Sample	
  Size	
  for	
  a	
  Given	
  Population	
  Size	
  for	
  Continuous	
  and	
  
Categorical	
  Data	
  (Barlett	
  et	
  al.,	
  2001,	
  p.	
  48).	
  	
  Due	
  to	
  the	
  anonymous	
  delivery	
  of	
  
survey	
  link	
  via	
  email,	
  it	
  was	
  not	
  possible	
  to	
  track	
  which	
  email	
  address	
  received	
  the	
  
message.	
  	
  
Sample	
  Teaching	
  Background	
  
	
  

The	
  total	
  number	
  of	
  respondents	
  (n=100)	
  who	
  completed	
  the	
  online	
  survey	
  

represents	
  22.3%	
  of	
  the	
  total	
  population	
  of	
  online	
  instructors	
  that	
  taught	
  during	
  the	
  
2013-­‐2014	
  academic	
  year.	
  	
  In	
  the	
  analyses	
  that	
  follow	
  the	
  term	
  “instructor”	
  is	
  used	
  

	
  

	
  
32	
  

	
  

to	
  include	
  both	
  fulltime	
  faculty	
  and	
  adjunct	
  instructors,	
  as	
  there	
  was	
  no	
  analyses	
  
done	
  to	
  compare	
  the	
  two	
  groups.	
  
Teaching	
  Experience	
  and	
  Level	
  
	
  

Of	
  the	
  participants	
  who	
  responded	
  	
  

	
  83%	
  (n=83)	
  taught	
  an	
  online	
  graduate	
  course	
  compared	
  to	
  17%	
  (n=17)	
  that	
  taught	
  
an	
  undergraduate	
  course,	
  which	
  is	
  consistent	
  with	
  the	
  university's	
  enrollment	
  
profile	
  consisting	
  of	
  primarily	
  graduate	
  students.	
  The	
  responses	
  also	
  reflected	
  the	
  
university's	
  instructor	
  profile,	
  with	
  87.9%	
  (n=87)	
  of	
  respondents	
  teaching	
  as	
  
adjunct	
  instructors	
  and	
  12.1%	
  (n=12)	
  as	
  fulltime	
  instructors.	
  The	
  degree	
  levels	
  of	
  
the	
  teaching	
  faculty	
  are	
  comprised	
  of	
  52.5%	
  (n=52)	
  master’s	
  degree,	
  and	
  43.4%	
  
(43)	
  doctoral	
  degrees,	
  and	
  1%	
  (n=1)	
  bachelor’s	
  degree.	
  	
  A	
  frequency	
  analysis	
  of	
  
participant	
  showed	
  that	
  the	
  average	
  experience	
  (in	
  years)	
  of	
  higher	
  education	
  
teaching	
  was	
  Myears=18	
  years	
  and	
  that	
  online	
  higher	
  educational	
  teaching	
  was	
  
Myears=8.7	
  years	
  and	
  the	
  average	
  number	
  of	
  online	
  courses	
  taught	
  at	
  this	
  university	
  
was	
  Mcourses=21.9	
  as	
  seen	
  in	
  Table	
  1.	
  
Table	
  1	
  
	
  
Descriptive	
  Data	
  on	
  Teaching	
  Experience	
  
	
  
N	
  

Valid	
  
Missing	
  

Number	
  of	
  Online	
  
Courses	
  Taught	
  for	
  
University.	
  
97	
  

Mean	
  

2	
  
18.03	
  

1	
  
8.73	
  

3	
  
21.86	
  

Median	
  

15.00	
  

8.00	
  

15.00	
  

15	
  

5	
  

10	
  

9.886	
  

4.725	
  

18.729	
  

Minimum	
  

3	
  

1	
  

1	
  

Maximum	
  

50	
  

20	
  

99	
  

Mode	
  
Std.	
  Deviation	
  

	
  

Years	
  of	
  Higher	
  ED	
  
Online	
  Higher	
  ED	
  
Teaching	
  Experience	
  
Teaching	
  Experience	
  
98	
  
99	
  

	
  
33	
  

	
  

A	
  Pearson	
  correlation	
  analysis	
  indicated	
  that	
  the	
  age	
  of	
  respondents	
  was	
  
significantly	
  related	
  to	
  their	
  level	
  of	
  experience.	
  	
  The	
  data	
  indicated	
  that	
  instructor	
  
age	
  was	
  significantly	
  related	
  to	
  years	
  of	
  higher	
  education	
  teaching	
  experience	
  with	
  a	
  
correlation	
  of	
  r=.55,	
  p<.001	
  and	
  to	
  years	
  of	
  online	
  teaching	
  experience	
  r=.38,	
  p<.001.	
  	
  
The	
  correlation	
  analysis	
  also	
  indicated	
  that	
  age	
  was	
  also	
  has	
  a	
  significant	
  positive	
  
relationship	
  with	
  the	
  number	
  of	
  online	
  courses	
  taught	
  r=.23,	
  p=.005.	
  The	
  scatter	
  plot	
  
(Figure	
  2)	
  charting	
  age	
  versus	
  courses	
  taught	
  and	
  online	
  teaching	
  experience	
  
further	
  supports	
  these	
  correlations.	
  
	
  

Figure	
  2.	
  Instructor	
  age	
  vs.	
  number	
  of	
  courses	
  taught.	
  	
  
	
  
	
  

	
  

	
  
34	
  

	
  

Course	
  Subjects	
  Taught	
  
	
  

A	
  frequency	
  analysis	
  of	
  the	
  course	
  codes	
  taught	
  indicated	
  that	
  human	
  

resource	
  management	
  consisted	
  of	
  12.2%	
  (n=12),	
  educational	
  technology	
  consisted	
  
of	
  10.2%	
  (n=10),	
  management	
  consisted	
  of	
  9.2%	
  (n=9),	
  procurement,	
  human	
  
resources	
  development	
  and	
  business	
  each	
  consisted	
  of	
  7.1%	
  (n=7),	
  and	
  media	
  
communications	
  consisted	
  of	
  6.1%	
  (n=6)	
  as	
  the	
  most	
  frequent	
  course	
  subjects.	
  	
  The	
  
course	
  codes	
  (figure	
  3)	
  represent	
  a	
  total	
  of	
  28	
  different	
  course	
  subjects	
  represented	
  
by	
  the	
  sample.	
  
	
  

Figure	
  3.	
  Frequency	
  Analysis	
  of	
  Course	
  Type	
  by	
  Subject	
  Area.	
  
	
  
	
  

	
  

	
  
35	
  

	
  

Categorizing	
  the	
  course	
  codes	
  by	
  subject	
  into	
  their	
  respective	
  College	
  or	
  School	
  from	
  
the	
  university	
  (Figure	
  4),	
  the	
  distribution	
  of	
  online	
  course	
  codes	
  indicated	
  that	
  the	
  
School	
  of	
  Business	
  consisted	
  of	
  56.1%	
  (n=55)	
  of	
  online	
  courses,	
  the	
  School	
  of	
  
Education	
  consisted	
  of	
  14.3%	
  (n=14),	
  the	
  School	
  of	
  Communications	
  consisted	
  of	
  
13.3%	
  (n=13),	
  and	
  the	
  College	
  of	
  Arts	
  &	
  Sciences	
  consisted	
  of	
  16.3%	
  (n=16)	
  of	
  
online	
  courses.	
  
	
  
Percent	
  of	
  Courses	
  Grouped	
  into	
  Four	
  Academic	
  Units	
  
School	
  of	
  
Education	
  
14%	
  

College	
  of	
  Arts	
  
and	
  Sciences	
  
16%	
  

School	
  of	
  
Communications	
  
13%	
  

School	
  of	
  
Business	
  &	
  
Technology	
  
57%	
  

Figure	
  4.	
  Percent	
  of	
  courses	
  grouped	
  into	
  four	
  academic	
  units.	
  
	
  
Distance	
  of	
  Instructors	
  from	
  Main	
  Campus	
  
The	
  mean	
  distance	
  from	
  the	
  main	
  campus	
  was	
  reported	
  as	
  771	
  miles	
  (SD	
  =	
  
1402)	
  with	
  a	
  minimum	
  distance	
  of	
  0.25	
  miles	
  and	
  a	
  maximum	
  distance	
  of	
  8,000	
  
miles.	
  	
  Instructors	
  were	
  also	
  asked	
  about	
  any	
  concurrent	
  face-­‐to-­‐face	
  teaching	
  

	
  

	
  
36	
  

	
  

opportunities	
  at	
  local	
  university	
  campuses	
  during	
  the	
  2013-­‐2014	
  academic	
  year	
  in	
  
which	
  they	
  were	
  teaching	
  online.	
  	
  A	
  frequency	
  analysis	
  (Figure	
  5)	
  was	
  conducted	
  on	
  
the	
  types	
  of	
  campuses	
  located	
  around	
  the	
  world.	
  	
  The	
  frequency	
  analysis	
  indicated	
  
that	
  30.1%	
  (n=28)	
  taught	
  face-­‐to-­‐face	
  courses	
  at	
  the	
  main	
  campus	
  during	
  the	
  same	
  
time	
  they	
  taught	
  online,	
  22.6%	
  (n=21)	
  taught	
  at	
  a	
  metropolitan	
  campus,	
  23.7%	
  
(n=22)	
  taught	
  at	
  a	
  military	
  campus	
  3.2%	
  (n=3)	
  taught	
  at	
  a	
  European	
  international	
  
campus,	
  and	
  2.2%	
  (n=2)	
  taught	
  at	
  an	
  Asian	
  international	
  campus.	
  	
  It	
  was	
  also	
  
indicated	
  that	
  29%	
  (n=27)	
  did	
  not	
  teach	
  any	
  face-­‐to-­‐face	
  courses	
  during	
  the	
  time	
  
they	
  were	
  teaching	
  online.	
  	
  	
  
	
  

	
  
Figure	
  5.	
  Campus	
  location	
  of	
  instructor	
  teaching	
  concurrent	
  face-­‐to-­‐face	
  courses	
  
while	
  teaching	
  online.	
  
	
  
	
  

	
  
37	
  

	
  

	
  
A	
  frequency	
  analysis	
  of	
  instructor	
  visits	
  to	
  the	
  main	
  campus	
  located	
  in	
  the	
  Midwest	
  
region	
  of	
  the	
  United	
  States	
  indicated	
  that	
  33%	
  (n=32)	
  have	
  never	
  been	
  to	
  the	
  main	
  
university	
  campus,	
  32%	
  (n=31)	
  visit	
  about	
  once	
  per	
  year,	
  and	
  a	
  combined	
  35.1%	
  
(n=34)	
  visit	
  the	
  campus	
  more	
  than	
  once	
  per	
  month.	
  
Types	
  of	
  Video	
  Used	
  in	
  Online	
  Course	
  
	
  

For	
  this	
  study	
  the	
  various	
  forms	
  of	
  online	
  video	
  were	
  categorized	
  into	
  four	
  

discrete	
  categories:	
  instructor-­‐created,	
  third	
  party,	
  student-­‐created,	
  and	
  
synchronous	
  video.	
  Throughout	
  the	
  survey	
  participants	
  were	
  asked	
  to	
  identify	
  the	
  
types	
  of	
  videos	
  that	
  they	
  used	
  in	
  their	
  focal	
  online	
  course	
  for	
  the	
  survey.	
  	
  The	
  survey	
  
questions	
  were	
  designed	
  to	
  allow	
  for	
  instructors	
  to	
  report	
  combinations	
  of	
  videos	
  
with	
  the	
  general	
  understanding	
  that	
  any	
  course	
  in	
  the	
  study	
  could	
  potentially	
  have	
  
any	
  combination	
  of	
  one,	
  all,	
  or	
  none	
  of	
  the	
  video	
  type	
  categories	
  represented	
  in	
  their	
  
course.	
  	
  
	
  

A	
  frequency	
  analysis	
  was	
  conducted	
  to	
  determine	
  the	
  number	
  of	
  each	
  type	
  of	
  

video	
  used	
  in	
  the	
  participants’	
  online	
  course	
  at	
  least	
  once	
  (Figure	
  6).	
  	
  The	
  frequency	
  
analysis	
  indicated	
  that	
  75%	
  (n=75)	
  used	
  third	
  party	
  video,	
  41%	
  (n=41)	
  used	
  
instructor-­‐created	
  video,	
  13%	
  (n=13)	
  used	
  student-­‐created	
  video,	
  and	
  8%	
  (n=8)	
  
used	
  synchronous	
  video	
  in	
  their	
  online	
  course.	
  	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  
38	
  

	
  

	
  
Percent	
  of	
  Instructors	
  Reporting	
  Any	
  Use	
  of	
  Four	
  	
  
Types	
  of	
  Videos	
  in	
  the	
  IdentiPied	
  Course	
  (1=Yes,	
  0=No)	
  
80%	
  

75%	
  

70%	
  
60%	
  
50%	
  
41%	
  

40%	
  
30%	
  
20%	
  

13%	
  
8%	
  

10%	
  
0%	
  
Third	
  Party	
  

Instructor-­‐created	
  

Student-­‐created	
  

Synchronous	
  

Figure	
  6.	
  Types	
  of	
  videos	
  used	
  at	
  least	
  once	
  in	
  online	
  course.	
  	
  Percent	
  of	
  instructors	
  
reporting	
  any	
  use	
  of	
  four	
  types	
  of	
  videos	
  in	
  identified	
  online	
  course.	
  
	
  
Video	
  Requirement	
  
	
  

Respondents	
  were	
  asked	
  to	
  identify	
  the	
  requirement	
  level	
  of	
  the	
  different	
  

forms	
  of	
  video,	
  identifying	
  required,	
  optional,	
  or	
  unspecified.	
  	
  Using	
  a	
  frequency	
  
analysis	
  for	
  each	
  classification	
  of	
  video	
  (instructor-­‐created,	
  third	
  party,	
  student-­‐
created,	
  and	
  synchronous)	
  the	
  data	
  indicated	
  that	
  viewing	
  both	
  instructor-­‐created	
  
and	
  third	
  party	
  created	
  videos	
  were	
  required	
  to	
  view	
  as	
  part	
  of	
  their	
  course.	
  	
  The	
  
data	
  collected	
  indicated	
  that	
  50.8%	
  (n=33)	
  required	
  the	
  viewing	
  of	
  instructor-­‐
created	
  video	
  and	
  23.1%	
  (n=15)	
  reported	
  that	
  viewing	
  instructor-­‐created	
  video	
  was	
  
an	
  optional.	
  	
  Compared	
  to	
  the	
  third	
  party	
  videos,	
  62.7%	
  (n=52)	
  respondents	
  

	
  

	
  
39	
  

	
  

indicated	
  that	
  it	
  was	
  required	
  and	
  30.1%	
  (n=25)	
  indicated	
  it	
  was	
  optional.	
  	
  	
  The	
  
responses	
  indicated	
  that	
  the	
  requirement	
  to	
  watch	
  synchronous	
  (77.8%)	
  and	
  
student-­‐created	
  (66.7%)	
  video	
  was	
  not	
  specified	
  in	
  the	
  course.	
  	
  A	
  correlation	
  
analysis	
  across	
  frequency	
  of	
  video	
  use	
  and	
  requirement	
  to	
  watch	
  video	
  indicated	
  a	
  
significant	
  positive	
  relationship.	
  	
  Instructor-­‐created	
  video	
  had	
  a	
  correlation	
  of	
  r=.65,	
  
p<.001,	
  and	
  was	
  followed	
  by	
  third	
  party	
  video	
  r=.48,	
  p<.001,	
  student-­‐created	
  video	
  
r=.83,	
  p<.001,	
  and	
  synchronous	
  video	
  r=.68,	
  p<.001	
  indicating	
  a	
  positively	
  
significant	
  relationship.	
  	
  
Approximate	
  Mean	
  Length	
  of	
  Videos	
  Used	
  
	
  

Using	
  a	
  frequency	
  analysis	
  of	
  mean	
  range	
  of	
  length	
  (in	
  minutes)	
  the	
  table	
  

below	
  indicates	
  the	
  various	
  lengths	
  of	
  videos	
  based	
  on	
  the	
  four	
  video	
  types	
  
(instructor-­‐created,	
  third	
  party,	
  student-­‐created,	
  and	
  synchronous).	
  	
  As	
  shown	
  in	
  
Table	
  2	
  instructor-­‐created	
  videos	
  tended	
  to	
  be	
  shorter	
  in	
  length	
  than	
  third	
  party	
  
video.	
  	
  	
  
	
  
Table	
  2	
  
	
  
Approximate	
  Mean	
  Length	
  of	
  Instructor-­‐created,	
  Third	
  Party,	
  Student-­‐created,	
  
and	
  Synchronous	
  Video	
  
(time	
  =	
  t	
  in	
  minutes)	
  
t.<3	
  
3-­‐5	
  	
  
5-­‐10	
   10-­‐15	
  
15+	
  
30+	
   60+	
  
N	
  
Instructor-­‐created	
  
	
  
Third	
  party	
  
	
  
Synchronous	
  	
  
	
  
Student-­‐created	
  
	
  

11.3
%	
  
6%	
  

25%	
  

13.8%	
  

5%	
  

2.5%	
  

5%	
  

-­‐	
  

50	
  

19.3%	
  

25.3%	
  

14.5%	
  

12%	
  

12%	
  

4.8%	
  

78	
  

1.3%	
  

1.3%	
  

2.7%	
  

-­‐	
  

2.7%	
  

5.3%	
  

1.3%	
  

11	
  

6.5%	
  

3.9%	
  

7.8%	
  

5.2%	
  

-­‐	
  

-­‐	
  

-­‐	
  

18	
  

	
  
	
  

	
  

	
  
40	
  

	
  

A	
  repeated	
  measures	
  analysis	
  was	
  performed	
  on	
  the	
  mean	
  length	
  of	
  videos	
  and	
  the	
  
course	
  subject	
  grouped	
  by	
  academic	
  unit.	
  	
  The	
  analysis	
  indicated	
  there	
  were	
  no	
  
statistically	
  significant	
  findings.	
  	
  
Course	
  Subject	
  and	
  Video	
  Type	
  
	
  

A	
  repeated	
  measures	
  ANOVA	
  analysis	
  with	
  a	
  Greenhouse-­‐Geisser	
  correction	
  

determined	
  that	
  mean	
  video	
  type	
  use	
  of	
  colleges	
  or	
  schools	
  differed	
  statistically	
  
significantly	
  between	
  the	
  type	
  of	
  videos	
  used	
  F(2.63,247.39)=56.18,	
  p<.001.	
  Post	
  
hoc	
  tests	
  using	
  the	
  Bonferroni	
  correction	
  revealed	
  that	
  the	
  differences	
  between	
  the	
  
individual	
  video	
  types	
  was	
  significant	
  for	
  all	
  comparisons	
  at	
  the	
  p<.001	
  level	
  with	
  
the	
  exception	
  of	
  the	
  differences	
  between	
  student-­‐created	
  video	
  and	
  synchronous	
  
video	
  (p=.254).	
  	
  The	
  mean	
  use	
  of	
  video	
  type	
  by	
  course	
  subject	
  (grouped	
  by	
  
college/school)	
  (Table	
  3)	
  is	
  listed	
  in	
  full	
  in	
  the	
  table	
  below.	
  	
  
	
  
Table	
  3	
  
	
  
Type	
  of	
  Video	
  Used	
  by	
  College:	
  Repeated	
  Measures	
  ANOVA	
  	
  	
  
Means	
  
Instructor-­‐
Third	
  
Student-­‐
created	
  
College	
  of	
  Arts	
  &	
  Sciences	
  *	
  
.44	
  	
  
	
  
School	
  of	
  Business	
  &	
  Technology	
  *	
  
.27	
  
	
  
School	
  of	
  Communications	
  *	
  
.69	
  
	
  
School	
  of	
  Education	
  *	
  
.64	
  
	
  
Total	
  
.41	
  
*Significant	
  at	
  p<.001	
  	
  (1=	
  used	
  0=	
  not	
  used)	
  

Party	
  
.75	
  	
  

created	
  
.13	
  

Synchronous	
  
.06	
  

N	
  
16	
  

.71	
  

.05	
  

.09	
  

55	
  

.92	
  

.08	
  

.00	
  

13	
  

.71	
  

.43	
  

.14	
  

14	
  

.74	
  

.12	
  

.08	
  

98	
  

	
  

Figure	
  7	
  below	
  further	
  illustrates	
  the	
  relationship	
  between	
  the	
  mean	
  types	
  of	
  video	
  
used	
  by	
  department.	
  	
  Through	
  this	
  illustration	
  it	
  is	
  clear	
  how	
  little	
  student-­‐created	
  

	
  

	
  
41	
  

	
  

and	
  synchronous	
  video	
  are	
  used	
  compared	
  to	
  instructor-­‐created	
  and	
  third	
  party	
  
videos.	
  
Percent	
  of	
  Faculty	
  Reporting	
  Use	
  of	
  Four	
  Types	
  of	
  Video	
  by	
  
Type	
  of	
  Video	
  and	
  Academic	
  Unit	
  

100%	
  

College	
  of	
  Arts	
  &	
  Sciences	
  

School	
  of	
  Business	
  &	
  Technology	
  

School	
  of	
  Communications	
  

School	
  of	
  Education	
  

92%	
  

90%	
  
80%	
  

75%	
  
71%	
  

71%	
  

69%	
  
64%	
  

70%	
  
60%	
  
50%	
  

44%	
  

43%	
  

40%	
  
27%	
  

30%	
  
20%	
  

13%	
  
5%	
  

10%	
  

8%	
  

0%	
  
Third	
  Party	
  

Instructor-­‐created	
  

Student-­‐created	
  

6%	
  

14%	
  

9%	
  
0%	
  

Synchronous	
  

	
  

Figure	
  7.	
  Percent	
  of	
  faculty	
  reporting	
  use	
  of	
  four	
  types	
  of	
  video	
  by	
  type	
  of	
  video	
  and	
  
academic	
  unit.	
  	
  
	
  
	
  
	
  
Age,	
  Experience,	
  and	
  Type	
  of	
  Video	
  Used	
  
	
  

A	
  Pearson	
  correlation	
  analysis	
  comparing	
  age	
  of	
  respondents	
  and	
  teaching	
  

experience	
  indicated	
  a	
  statistically	
  significant	
  relationship	
  between	
  the	
  types	
  of	
  
video	
  used.	
  The	
  relationships	
  of	
  age	
  and	
  years	
  of	
  teaching	
  experience	
  to	
  the	
  four	
  
types	
  of	
  video	
  varied.	
  	
  For	
  example,	
  age	
  was	
  negatively	
  related	
  to	
  use	
  of	
  instructor-­‐
created	
  video.	
  	
  The	
  data	
  indicated	
  a	
  significant	
  relationship	
  of	
  r=-­‐.31,	
  p=.002	
  
between	
  age	
  and	
  use	
  of	
  instructor-­‐created	
  video	
  and	
  between	
  age	
  and	
  use	
  of	
  

	
  

	
  
42	
  

	
  

student-­‐created	
  video	
  r=-­‐.47,	
  p<.001.	
  These	
  results	
  indicated	
  that	
  younger	
  
instructors	
  were	
  more	
  likely	
  to	
  use	
  instructor-­‐created	
  and	
  student-­‐created	
  video	
  in	
  
their	
  online	
  course.	
  	
  The	
  Pearson	
  correlation	
  also	
  indicated	
  that	
  there	
  was	
  a	
  
significant	
  negative	
  relationship	
  r=-­‐.26,	
  p=.009	
  between	
  years	
  of	
  higher	
  education	
  
teaching	
  experience	
  and	
  the	
  use	
  of	
  student-­‐created	
  videos.	
  	
  Years	
  of	
  online	
  higher	
  
education	
  teaching	
  experience	
  was	
  indicated	
  to	
  have	
  a	
  significant	
  positive	
  
relationship	
  to	
  the	
  use	
  of	
  third	
  party	
  videos	
  r=.24,	
  p=.015	
  and	
  the	
  use	
  of	
  
synchronous	
  video	
  r=.21,	
  p=.04	
  indicating	
  instructors	
  with	
  more	
  years	
  of	
  online	
  
teaching	
  experience	
  are	
  more	
  likely	
  to	
  use	
  third	
  part	
  and	
  synchronous	
  videos.	
  	
  
These	
  results	
  were	
  further	
  supported	
  by	
  a	
  linear	
  regression	
  analysis.	
  	
  These	
  
variables	
  statistically	
  significantly	
  predicted	
  age	
  seen	
  in	
  Table	
  4.	
  	
  Instructor-­‐created	
  
and	
  student-­‐created	
  video	
  variables	
  were	
  statistically	
  significant	
  to	
  the	
  prediction	
  of	
  
p<.05.	
  	
  Linear	
  regression	
  analysis	
  also	
  supported	
  the	
  correlations	
  finding	
  between	
  
years	
  of	
  online	
  higher	
  education	
  teaching	
  experience	
  and	
  the	
  use	
  of	
  third	
  party	
  and	
  
synchronous	
  videos	
  seen	
  in	
  Table	
  5.	
  	
  The	
  third	
  party	
  and	
  synchronous	
  video	
  
variables	
  added	
  statistically	
  significantly	
  to	
  the	
  prediction	
  of	
  p<.05.	
  	
  
	
  

Table	
  4	
  
	
  
Linear	
  Regression	
  ANOVA	
  Age	
  vs	
  Video	
  Type	
  	
  
Dependent	
  Variable	
  	
  
Mean	
  Square	
  
F	
  

Instructor-­‐created	
  video	
  *	
  
2.15	
  
	
  
Third	
  party	
  video	
  
0.002	
  
	
  
Student-­‐created	
  video	
  **	
  
1.98	
  
	
  
Synchronous	
  video	
  	
  
0.074	
  
	
  
*	
  Significant	
  at	
  p<.05	
  	
  	
  **	
  Significant	
  at	
  p<.001

	
  

	
  
43	
  

9.83	
  

Significance	
  
.002	
  *	
  

.008	
  

.927	
  

26.6	
  

.000	
  **	
  

0.97	
  

.331	
  

	
  

	
  
Table	
  5	
  
	
  
Linear	
  Regression	
  ANOVA	
  Online	
  Experience	
  vs	
  Video	
  Type	
  	
  
Dependent	
  Variable	
  	
  
Mean	
  Square	
  
F	
  
Significance	
  
Instructor-­‐created	
  video	
  	
  
0.036	
  
	
  
Third	
  party	
  video	
  
1.11	
  
	
  
Student-­‐created	
  video	
  **	
  
0.041	
  
	
  
Synchronous	
  video	
  *	
  
0.313	
  
	
  
*	
  Significant	
  at	
  p<.05	
  	
  	
  **	
  Significant	
  at	
  p<.001

0.14	
  

.705	
  

6.1	
  

.015	
  *	
  

0.352	
  

.554	
  

4.32	
  

.04	
  *	
  

	
  

	
  
Frequency	
  of	
  Video	
  Use	
  
	
  

In	
  addition	
  to	
  collecting	
  data	
  on	
  the	
  types	
  of	
  video	
  that	
  were	
  used	
  at	
  least	
  

once,	
  the	
  frequency	
  of	
  video	
  type	
  was	
  related	
  to	
  the	
  research	
  questions	
  RQ1	
  and	
  
RQ2	
  to	
  help	
  provide	
  a	
  clear	
  understanding	
  of	
  how	
  videos	
  are	
  used	
  in	
  an	
  online	
  
course.	
  A	
  frequency	
  analysis	
  of	
  video	
  type	
  offered	
  indicated	
  that	
  25.4%	
  (n=18)	
  used	
  
instructor-­‐created	
  video	
  once	
  or	
  more	
  during	
  their	
  course,	
  22.5%	
  (n=16)	
  frequently	
  
used	
  instructor-­‐created	
  video,	
  and	
  18.3%	
  (n=13)	
  used	
  it	
  several	
  times.	
  	
  Looking	
  at	
  
the	
  frequency	
  of	
  third-­‐party	
  videos	
  there	
  is	
  a	
  clear	
  difference	
  between	
  the	
  balances	
  
of	
  use.	
  	
  Again	
  using	
  a	
  frequency	
  analysis	
  indicated	
  that	
  53.7%	
  (n=47)	
  frequently	
  
used	
  third-­‐party	
  video,	
  20.7%	
  (n=17)	
  used	
  it	
  once	
  or	
  twice,	
  and	
  15.9%	
  (n=13)	
  used	
  
it	
  several	
  times.	
  	
  Student-­‐created	
  video	
  frequency	
  was	
  reported	
  as	
  14.1%	
  (n=9)	
  
used	
  them	
  once	
  or	
  twice,	
  7.8%	
  (n=5)	
  used	
  them	
  frequently,	
  and	
  6.3%	
  (n=4)	
  used	
  
them	
  several	
  times.	
  	
  A	
  correlation	
  analysis	
  indicated	
  that	
  there	
  were	
  no	
  significant	
  
relationship	
  at	
  the	
  .05	
  level	
  between	
  instructor	
  age	
  or	
  experience	
  in	
  online	
  or	
  higher	
  
education	
  and	
  the	
  frequency	
  of	
  use	
  for	
  any	
  type	
  of	
  video.	
  	
  

	
  

	
  
44	
  

	
  

Overall	
  Frequency	
  of	
  Video	
  Use	
  
	
  

In	
  addition	
  to	
  collecting	
  data	
  on	
  the	
  specific	
  uses	
  and	
  frequency	
  of	
  the	
  

various	
  four	
  categories	
  of	
  video,	
  survey	
  participants	
  were	
  asked	
  to	
  rate	
  how	
  often	
  
they	
  used	
  any	
  video	
  (including	
  all	
  of	
  the	
  categories	
  covered)	
  in	
  their	
  online	
  course.	
  	
  
A	
  frequency	
  analysis	
  (Figure	
  8)	
  of	
  the	
  use	
  of	
  any	
  form	
  of	
  video	
  indicated	
  that	
  a	
  
combined	
  82.7%	
  (n=81)	
  used	
  video	
  at	
  least	
  once	
  every	
  two	
  to	
  four	
  weeks	
  or	
  more.	
  	
  
A	
  correlation	
  analysis	
  (Table	
  6)	
  revealed	
  a	
  strong	
  positive	
  correlation	
  of	
  r=.46,	
  
p<.001	
  between	
  the	
  frequency	
  of	
  instructor-­‐created	
  video	
  and	
  student-­‐created	
  
videos,	
  and	
  a	
  correlation	
  of	
  r=.46,	
  p<.001	
  between	
  the	
  frequency	
  of	
  student-­‐created	
  
video	
  and	
  synchronous	
  video.	
  	
  	
  
	
  
	
  
	
  
Table	
  6	
  
	
  
Correlation	
  of	
  Frequency	
  of	
  Video	
  Type	
  Use	
  	
  
	
  
FRQ:	
  Instructor-­‐
created	
  
1	
  

FRQ:	
  Instructor-­‐created	
  
	
  
FRQ:	
  Third	
  Party	
  
.028	
  (.82)	
  
	
  
FRQ:	
  Student-­‐created	
  
.461(.000)*	
  
	
  
FRQ:	
  Synchronous	
  
.062(.63)	
  
	
  
*Significant	
  at	
  p<.001	
  level.	
  (	
  r	
  value	
  (p))	
  

FRQ:	
  Third	
  
Party	
  
.0328(.82)	
  

FRQ:	
  Student-­‐
created	
  
.461(.000)*	
  

FRQ:	
  
Synchronous	
  
.062(.63)	
  

1	
  

.144(.26)	
  

.191(.13)	
  

.144(.26)	
  

1	
  

.457(.000)*	
  

.191(.13)	
  

.457(.000)*	
  

1	
  

	
  
	
  

	
  

	
  
45	
  

	
  

	
  
Frequency	
  of	
  Video	
  Use	
  in	
  Online	
  Course	
  	
  
35%	
  
31%	
  

30%	
  
25%	
  
20%	
  

19%	
  

18%	
  

17%	
  
14%	
  

15%	
  
10%	
  
5%	
  
0%	
  
Every	
  week	
  

Almost	
  every	
  
week	
  

About	
  every	
  
other	
  week	
  

About	
  every	
  two	
  
to	
  four	
  weeks	
  

Rarely	
  

Figure	
  8.	
  Frequency	
  of	
  any	
  form	
  of	
  video	
  use	
  in	
  online	
  course.	
  	
  	
  
Frequency	
  of	
  Video	
  Inclusion	
  Method	
  
	
  

There	
  are	
  various	
  methods	
  available	
  for	
  instructors	
  to	
  include	
  videos	
  in	
  their	
  

online	
  course	
  and	
  this	
  survey	
  was	
  designed	
  to	
  capture	
  whether	
  instructors	
  were	
  
simply	
  using	
  HTML	
  links	
  to	
  the	
  video	
  content	
  outside	
  of	
  their	
  course	
  environment,	
  
embedding	
  the	
  video	
  player	
  into	
  the	
  online	
  course,	
  or	
  uploading	
  video	
  files	
  directly	
  
into	
  the	
  course	
  management	
  system	
  (CMS).	
  	
  Looking	
  first	
  at	
  the	
  respondents	
  that	
  
used	
  a	
  hyperlink	
  to	
  link	
  to	
  a	
  video	
  on	
  another	
  site	
  (e.g.	
  YouTube,	
  Lynda.com,	
  Vimeo,	
  
etc.)	
  50%	
  (n=37)	
  reported	
  that	
  they	
  occasionally	
  link	
  to	
  videos,	
  and	
  35.1%	
  (n=26)	
  
report	
  linking	
  to	
  videos	
  frequently.	
  	
  Instructors	
  who	
  embedded	
  videos	
  reported	
  that	
  
42.3%	
  (n=30)	
  do	
  so	
  occasionally,	
  and	
  38%	
  (n=27)	
  embed	
  videos	
  in	
  their	
  online	
  

	
  

	
  
46	
  

	
  

course	
  frequently.	
  	
  Finally,	
  looking	
  at	
  those	
  that	
  upload	
  video	
  files	
  directly	
  into	
  the	
  
CMS	
  report	
  that	
  38.9%	
  (n=28)	
  upload	
  videos	
  occasionally,	
  and	
  37.5%	
  (n=27)	
  do	
  so	
  
frequently.	
  	
  	
  
Pedagogical	
  Use	
  of	
  Video	
  
	
  

To	
  understand	
  how	
  videos	
  of	
  various	
  types	
  (instructor-­‐created,	
  third-­‐party,	
  

student-­‐created,	
  or	
  synchronous)	
  are	
  used	
  within	
  the	
  course	
  the	
  survey	
  collected	
  
data	
  from	
  participants	
  on	
  the	
  identified	
  primary	
  purpose	
  of	
  instructor-­‐created	
  and	
  
third-­‐party	
  video.	
  	
  Data	
  were	
  also	
  collected	
  on	
  the	
  use	
  of	
  video	
  as	
  a	
  component	
  of	
  
course	
  content	
  or	
  as	
  a	
  communication	
  tool.	
  	
  By	
  collecting	
  this	
  information	
  we	
  gain	
  a	
  
better	
  understanding	
  the	
  use	
  of	
  video	
  as	
  it	
  related	
  to	
  the	
  pedagogical	
  function	
  of	
  the	
  
online	
  course.	
  	
  
Instructor-­‐created	
  Video	
  
	
  

A	
  frequency	
  analysis	
  of	
  the	
  primary	
  purpose	
  of	
  instructor-­‐created	
  video	
  

indicated	
  that	
  instructors	
  reported	
  46.2%	
  (n=18)	
  were	
  used	
  as	
  mini	
  lectures	
  or	
  
demonstrations,	
  30.8%	
  (n=12)	
  were	
  used	
  as	
  course	
  related	
  instructions,	
  10.3%	
  
(n=4)	
  were	
  used	
  as	
  full	
  length	
  lectures	
  or	
  demonstrations,	
  2.6%	
  (n=1)	
  were	
  used	
  as	
  
communication	
  updates,	
  and	
  10.3%	
  (n=4)	
  used	
  instructor-­‐created	
  video	
  as	
  course	
  
or	
  module	
  introductions	
  by	
  writing	
  in	
  the	
  “other”	
  response	
  category.	
  	
  	
  	
  	
  
Third-­‐party	
  Video	
  
	
  

The	
  results	
  indicated	
  that	
  instructors	
  reported	
  the	
  primary	
  use	
  of	
  third	
  party	
  

video	
  was	
  supplemental	
  and	
  primary	
  course	
  content.	
  	
  A	
  frequency	
  analysis	
  
indicated	
  that	
  56.8%	
  (n=42)	
  used	
  video	
  as	
  supplemental	
  content	
  while	
  40.5%	
  

	
  

	
  
47	
  

	
  

(n=30)	
  used	
  it	
  as	
  primary	
  course	
  content,	
  and	
  1.4%	
  (n=1)	
  used	
  video	
  as	
  
inspirational	
  content	
  in	
  their	
  online	
  course	
  	
  
Combined	
  Measure	
  of	
  Video	
  Use	
  
	
  

To	
  gain	
  a	
  composite	
  measure	
  of	
  the	
  use	
  and	
  frequency	
  of	
  videos	
  in	
  an	
  online	
  

course	
  a	
  new	
  variable	
  was	
  computed	
  to	
  describe	
  the	
  combined	
  course	
  content	
  and	
  
communication	
  tool	
  by	
  taking	
  the	
  sum	
  the	
  individual	
  scores	
  and	
  the	
  mean	
  of	
  the	
  
resulting	
  value	
  seen	
  in	
  Figure	
  9.	
  The	
  descriptive	
  results	
  indicate	
  that	
  the	
  School	
  of	
  
Communications	
  M=2.11	
  and	
  the	
  School	
  of	
  Education	
  M=	
  1.98	
  had	
  the	
  highest	
  mean	
  
composite	
  measure	
  of	
  video-­‐frequency	
  use	
  with	
  the	
  College	
  of	
  Arts	
  and	
  Sciences	
  
M=1.66	
  and	
  School	
  of	
  Business	
  &	
  Technology	
  M=1.59	
  following.	
  	
  A	
  regression	
  
analysis	
  on	
  the	
  composite	
  measure	
  indicated	
  that	
  online	
  teaching	
  experience	
  is	
  
statistically	
  significant	
  in	
  the	
  prediction	
  of	
  the	
  combined	
  video	
  use	
  F(1,50)=11.38,	
  
p=.001,	
  R2=.185.	
  	
  
	
  
	
  

	
  

	
  
48	
  

	
  

Mean	
  Combined	
  Video	
  Content	
  and	
  Communication	
  Tool	
  
Use	
  
By	
  Major	
  Academic	
  Unit	
  	
  
2.5	
  
2.11	
  
1.98	
  

2	
  

1.66	
  

1.59	
  

1.5	
  

1	
  

0.5	
  

0	
  

School	
  of	
  Communications	
  	
  

School	
  of	
  Education	
  

College	
  of	
  Arts	
  &	
  Sciences	
  

School	
  of	
  Business	
  &	
  
Technology	
  

Figure 9. Combined mean of video content and communication use by major academic
unit.
	
  
Pedagogical	
  Value	
  of	
  Online	
  Video	
  
	
  

In	
  addition	
  to	
  collecting	
  data	
  on	
  the	
  types	
  and	
  frequency	
  of	
  video	
  being	
  used	
  

in	
  online	
  courses	
  the	
  survey	
  also	
  collected	
  the	
  data	
  on	
  the	
  perceptions	
  of	
  how	
  videos	
  
impact	
  the	
  overall	
  course	
  experience.	
  	
  The	
  participants	
  were	
  asked	
  to	
  rate	
  how	
  
strongly	
  they	
  agreed	
  with	
  several	
  statements	
  on	
  the	
  impact	
  of	
  instructor-­‐created	
  
and	
  third-­‐party	
  video	
  on	
  various	
  aspects	
  of	
  the	
  course	
  through	
  a	
  5-­‐point	
  Likert	
  scale	
  
with	
  responses	
  coded	
  as	
  (1=strongly	
  disagree,	
  5=strongly	
  agree).	
  	
  The	
  data	
  collected	
  
in	
  this	
  section	
  of	
  the	
  survey	
  provided	
  data	
  to	
  answer	
  research	
  questions	
  RQ2	
  and	
  
RQ3	
  on	
  the	
  perceived	
  pedagogical	
  use	
  and	
  effect	
  on	
  student	
  engagement	
  in	
  the	
  
course.	
  	
  	
  

	
  

	
  
49	
  

	
  

Perceptions	
  of	
  Instructor-­‐created	
  Video	
  
	
  

Key	
  findings	
  on	
  the	
  faculty	
  perceptions	
  of	
  instructor-­‐created	
  video	
  in	
  online	
  

courses	
  can	
  be	
  seen	
  in	
  Table	
  7.	
  	
  The	
  results	
  indicated	
  the	
  average	
  agreement	
  of	
  
instructor	
  perceptions	
  that	
  instructor-­‐created	
  video	
  increased	
  the	
  overall	
  quality	
  of	
  
the	
  course,	
  increased	
  student	
  learning,	
  and	
  increased	
  the	
  social	
  presence	
  in	
  the	
  
course	
  as	
  well	
  as	
  student	
  engagement.	
  
	
  
Table	
  7	
  
	
  
Faculty	
  Perceptions	
  of	
  Use	
  of	
  Instructor-­‐created	
  Video	
  in	
  Online	
  Course	
  
	
  
N	
  
Min	
  
Max	
  
Mean	
  
Std.	
  Deviation	
  
Increased	
  overall	
  quality	
  of	
  course	
  **	
   93	
  
2	
  
5	
  
3.84	
  
	
  
Increased	
  student	
  learning	
  **	
  
92	
  
1	
  
5	
  
3.73	
  
	
  
Increased	
  social	
  presence	
  
92	
  
1	
  
5	
  
3.7	
  
	
  
Reduced	
  redundancy	
  *	
  
92	
  
1	
  
5	
  
3.36	
  
	
  
Reduced	
  split-­‐attention	
  	
  
92	
  
1	
  
5	
  
3.27	
  
	
  
Increased	
  understanding	
  of	
  complex	
  
92	
  
1	
  
5	
  
3.71	
  
concepts	
  **	
  
	
  
Increased	
  student	
  engagement	
  	
  **	
  
92	
  
1	
  
5	
  
3.67	
  
	
  
Mean	
  based	
  on	
  5-­‐point	
  Likert	
  Scale	
  (1=strongly	
  disagree,	
  5=strongly	
  agree)	
  
*Significant	
  at	
  p<.05	
  level	
  **Significant	
  at	
  p<.001	
  level	
  

	
  

0.89	
  
0.93	
  
0.87	
  
0.87	
  
0.88	
  
1.0	
  

0.90	
  

	
  

Perceptions	
  of	
  Third-­‐party	
  Created	
  Video	
  
	
  

Key	
  findings	
  from	
  instructor	
  perceptions	
  of	
  third-­‐party	
  videos	
  can	
  be	
  seen	
  in	
  

Table	
  8.	
  	
  Similar	
  to	
  faculty	
  perceptions	
  of	
  instructor-­‐created	
  video,	
  the	
  results	
  
indicated	
  the	
  average	
  agreement	
  of	
  faculty	
  perceptions	
  that	
  third	
  party	
  video	
  
increased	
  the	
  overall	
  quality	
  of	
  the	
  course,	
  increased	
  student	
  learning,	
  and	
  
increased	
  student	
  engagement	
  in	
  the	
  online	
  course.	
  	
  
	
  

	
  
50	
  

	
  

Table	
  8	
  
	
  
Faculty	
  Perceptions	
  of	
  Use	
  of	
  Third	
  Party	
  Video	
  in	
  Online	
  Course	
  
	
  
N	
  
Min	
  
Max	
  
Mean	
  
Std.	
  Deviation	
  
Increased	
  overall	
  quality	
  of	
  course	
  **	
   97	
  
2	
  
5	
  
4.24	
  
	
  
Increased	
  student	
  learning	
  **	
  
97	
  
2	
  
5	
  
4.27	
  
	
  
Increased	
  social	
  presence	
  
95	
  
1	
  
5	
  
3.55	
  
	
  
Reduced	
  redundancy	
  *	
  
96	
  
1	
  
5	
  
3.61	
  
	
  	
  
Reduced	
  split-­‐attention	
  
93	
  
1	
  
5	
  
3.45	
  
	
  
Increased	
  understanding	
  of	
  complex	
  
97	
  
2	
  
5	
  
4.07	
  
concepts	
  **	
  
	
  
Increased	
  student	
  engagement	
  **	
  
96	
  
2	
  
5	
  
4.04	
  
	
  
Mean	
  based	
  on	
  5-­‐point	
  Likert	
  Scale	
  (1=strongly	
  disagree,	
  5=strongly	
  agree)	
  
*Significant	
  at	
  p<.05	
  level	
  **Significant	
  at	
  p<.001	
  level	
  

0.81	
  
0.78	
  
1.1	
  
1.02	
  
1.04	
  
0.92	
  

0.88	
  

	
  
Comparing	
  Instructor-­‐created	
  and	
  Third	
  party	
  Video	
  Perceptions	
  
	
  

Using	
  a	
  one-­‐sample	
  t-­‐test	
  analysis	
  the	
  means	
  of	
  instructor-­‐created	
  ratings	
  

from	
  Table	
  7	
  were	
  compared	
  to	
  the	
  means	
  of	
  third-­‐party	
  video	
  ratings	
  in	
  Table	
  8	
  to	
  
test	
  for	
  any	
  significant	
  differences	
  using	
  a	
  95%	
  CI.	
  	
  The	
  results	
  of	
  the	
  comparison	
  
indicate	
  that	
  there	
  is	
  a	
  statistically	
  significant	
  difference	
  between	
  the	
  means	
  at	
  the	
  
p<.05	
  level	
  of	
  increasing	
  overall	
  quality	
  of	
  the	
  course,	
  increasing	
  student	
  learning,	
  
reducing	
  redundancy,	
  increasing	
  understanding	
  of	
  complex	
  topics,	
  and	
  increasing	
  
student	
  engagement.	
  	
  The	
  increase	
  of	
  social	
  presence	
  t(94)	
  =	
  -­‐1.35,	
  p=.18	
  and	
  
reduction	
  in	
  split	
  attention	
  t(92)	
  =	
  1.68,	
  p=.095	
  were	
  not	
  statistically	
  significant.	
  	
  
The	
  results	
  of	
  this	
  one-­‐sample	
  t-­‐test	
  indicated	
  that	
  with	
  the	
  exception	
  of	
  the	
  
increase	
  in	
  social	
  presence,	
  and	
  reduction	
  in	
  split	
  attention	
  categories,	
  the	
  
difference	
  in	
  faculty	
  perceptions	
  of	
  third-­‐party	
  video	
  compared	
  to	
  instructor-­‐
created	
  video	
  is	
  statistically	
  significant.	
  	
  	
  Comparing	
  the	
  average	
  level	
  of	
  agreement	
  
	
  

	
  
51	
  

	
  

for	
  each	
  statement	
  indicated	
  that	
  with	
  the	
  exception	
  of	
  the	
  non-­‐significant	
  findings,	
  
instructor	
  perceived	
  third-­‐party	
  videos	
  to	
  increase	
  overall	
  course	
  quality,	
  student	
  
learning,	
  understanding	
  of	
  complex	
  topics,	
  student	
  engagement	
  and	
  reduce	
  
redundancy	
  and	
  split	
  attention	
  more	
  than	
  instructor-­‐created	
  videos.	
  	
  	
  The	
  
comparison	
  of	
  instructor	
  perceptions	
  of	
  pedagogical	
  value	
  between	
  instructor-­‐
created	
  and	
  third	
  party	
  video	
  is	
  illustrated	
  in	
  Figure	
  10	
  below.	
  	
  	
  
Instructor	
  Reported	
  Pedagogical	
  Value	
  of	
  Video	
  	
  
(1=strongly	
  disagree,	
  5=	
  strongly	
  agree)	
  *p<.05	
  
Instructor-­‐created	
  

Third	
  Party	
  

5	
  
4.5	
  
4	
  
3.5	
  
3	
  
2.5	
  
2	
  
1.5	
  
1	
  
0.5	
  
0	
  

Increased	
  student	
   Increased	
  the	
  
Increased	
  
learning	
  *	
  
overall	
  quality	
  *	
   understanding	
  of	
  
complex	
  topics	
  *	
  

Reduced	
  
redundancy	
  *	
  

Increased	
  social	
  
presence	
  

Reduced	
  split	
  
attention	
  

Figure	
  10.	
  Instructor	
  reported	
  mean	
  pedagogical	
  value	
  of	
  video	
  across	
  six	
  categories.	
  
	
  
	
  
	
  
Figure	
  11	
  shows	
  the	
  differences	
  in	
  instructors’	
  perceptions	
  of	
  increasing	
  student	
  
engagement	
  between	
  instructor-­‐created	
  and	
  third	
  party	
  video	
  by	
  major	
  academic	
  
unit.	
  	
  Both	
  video	
  types	
  were	
  reported	
  to	
  have	
  a	
  positive	
  increase	
  on	
  student	
  
engagement.	
  	
  A	
  one-­‐sample	
  t-­‐test	
  t(96)=4.13,	
  p<.001	
  indicated	
  that	
  while	
  both	
  video	
  
	
  

	
  
52	
  

	
  

types	
  were	
  felt	
  to	
  increase	
  student	
  engagement,	
  third	
  party	
  video	
  was	
  rated	
  
significantly	
  higher	
  in	
  agreement.	
  
	
  
Instructor	
  Reported	
  Impact	
  of	
  Video	
  to	
  Increased	
  student	
  
Engagement	
  in	
  the	
  Course	
  by	
  Major	
  Academic	
  Unit	
  
	
  (1=strongly	
  disagree,	
  5=strongly	
  agree)	
  

College	
  of	
  Arts	
  &	
  Sciences	
  

School	
  of	
  Business	
  &	
  Technology	
  

School	
  of	
  Communications	
  

School	
  of	
  Education	
  

5	
  

4.58	
  

4.5	
  

4.08	
  

4	
  
3.5	
  

3.71	
  

3.96	
  

3.79	
  

4	
  

3.64	
  

3.21	
  

3	
  
2.5	
  
2	
  
1.5	
  
1	
  
0.5	
  
0	
  
Instructor-­‐created	
  

Third	
  Party	
  	
  

	
  
Figure	
  11.	
  Instructor	
  reported	
  impact	
  of	
  video	
  to	
  increase	
  student	
  engagement	
  in	
  
the	
  course	
  by	
  major	
  academic	
  unit.	
  	
  
	
  
	
  
Perceptions	
  of	
  Synchronous	
  Video	
  
	
  

As	
  online	
  video	
  technology	
  becomes	
  increasingly	
  accessible	
  for	
  online	
  

instructors	
  and	
  students	
  provides	
  more	
  opportunities	
  for	
  live	
  video	
  
communications.	
  	
  The	
  research	
  survey	
  asked	
  participants	
  to	
  rate	
  how	
  they	
  felt	
  
about	
  the	
  use	
  of	
  synchronous	
  (live)	
  video	
  in	
  their	
  online	
  courses.	
  	
  Specifically	
  three	
  
areas	
  of	
  synchronous	
  video	
  use	
  were	
  identified,	
  and	
  the	
  average	
  level	
  of	
  indicated	
  
faculty	
  agreement	
  can	
  be	
  seen	
  below	
  in	
  Table	
  9.	
  

	
  

	
  
53	
  

	
  

	
  
Table	
  9	
  
	
  
Faculty	
  Perceptions	
  of	
  Usefulness	
  of	
  Synchronous	
  (live)	
  Video	
  
	
  
N	
  
Min	
  
Max	
  
Mean	
  
Std.	
  Deviation	
  
Useful	
  for	
  virtual	
  office	
  hours	
  
91	
  
1	
  
5	
  
3.42	
  
	
  
Useful	
  for	
  delivering	
  course	
  
91	
  
1	
  
5	
  
3.26	
  
content	
  	
  
	
  
Useful	
  for	
  group	
  projects	
  
90	
  
1	
  
5	
  
3.32	
  
	
  
Mean	
  based	
  on	
  5-­‐point	
  Likert	
  Scale	
  (1=strongly	
  disagree,	
  5=strongly	
  agree)	
  

0.97	
  
1.0	
  
0.83	
  

	
  
Synchronous	
  video	
  use	
  was	
  the	
  lowest	
  overall	
  used	
  video	
  format	
  in	
  online	
  courses	
  
from	
  this	
  study	
  with	
  only	
  8%	
  (Figure	
  6)	
  of	
  faculty	
  indicating	
  they	
  used	
  it.	
  	
  The	
  
results	
  of	
  the	
  perceptions	
  of	
  synchronous	
  video	
  were	
  broken	
  down	
  based	
  on	
  major	
  
academic	
  unit	
  to	
  gain	
  a	
  more	
  salient	
  picture	
  of	
  how	
  live	
  video	
  use	
  was	
  valued	
  by	
  
different	
  colleges	
  represented	
  in	
  the	
  study.	
  	
  The	
  perceived	
  pedagogical	
  value	
  of	
  
synchronous	
  video	
  use	
  by	
  major	
  academic	
  unit	
  is	
  illustrated	
  in	
  Figure	
  12.	
  	
  A	
  
Cronbach’s	
  alpha	
  of	
  .84	
  indicated	
  that	
  these	
  items	
  are	
  grouped	
  together	
  tightly	
  and	
  
provide	
  evidence	
  to	
  support	
  that	
  if	
  a	
  college	
  feels	
  positively	
  on	
  one	
  item,	
  they	
  will	
  
feel	
  positively	
  on	
  other	
  uses	
  as	
  well.	
  

	
  

	
  
54	
  

	
  

Instructor	
  Reported	
  Pedagogical	
  Value	
  of	
  Synchronous	
  
Video	
  by	
  Major	
  Academic	
  Unit	
  
	
  (1=strongly	
  disagree,	
  5=strongly	
  agree)	
  

5	
  

College	
  Arts	
  &	
  Sciences	
  

School	
  of	
  Business	
  &	
  Technology	
  

School	
  of	
  Communications	
  

School	
  of	
  Education	
  

4.5	
  
4	
  
3.5	
  

3.77	
  
3.43	
   3.38	
  

3.2	
  

3.46	
  
3.14	
  

3.44	
  
3.1	
  

3	
  

3.14	
  

3.2	
   3.31	
  

2.85	
  

2.5	
  
2	
  
1.5	
  
1	
  
0.5	
  
0	
  

Useful	
  for	
  virtual	
  ofvice	
  hours	
  

Useful	
  for	
  delivering	
  course	
  
content	
  

Useful	
  for	
  group	
  projects	
  

Figure	
  12.	
  Instructor	
  reported	
  mean	
  pedagogical	
  value	
  of	
  synchronous	
  video	
  by	
  
major	
  academic	
  unit.	
  	
  	
  
	
  

	
  

Future	
  Use	
  of	
  Video	
  
	
  

Capturing	
  the	
  use	
  of	
  videos	
  in	
  the	
  online	
  course	
  over	
  the	
  2013-­‐2014	
  

academic	
  year	
  provided	
  a	
  cross-­‐sectional	
  view	
  during	
  that	
  one	
  timeframe	
  only.	
  	
  
Additional	
  information	
  was	
  collected	
  on	
  forward	
  projections	
  of	
  continued	
  use	
  of	
  
video	
  to	
  help	
  understand	
  the	
  intended	
  future	
  use	
  of	
  video	
  in	
  online	
  courses.	
  	
  
Respondents	
  were	
  asked	
  about	
  their	
  intentions	
  to	
  use	
  video	
  in	
  the	
  next	
  one	
  to	
  two	
  
years.	
  	
  A	
  frequency	
  analysis	
  (Figure	
  13)	
  indicated	
  that	
  67.5%	
  (n=64)	
  project	
  they	
  
will	
  add	
  more	
  videos	
  to	
  their	
  course	
  in	
  the	
  next	
  one	
  to	
  two	
  years,	
  and	
  30.5%	
  (n=29)	
  
would	
  require	
  student-­‐created	
  videos	
  to	
  be	
  included	
  in	
  the	
  online	
  course.	
  	
  	
  
	
  

	
  

	
  
55	
  

	
  

	
  
Percentage	
  of	
  Instructors	
  Projecting	
  Their	
  Future	
  Use	
  of	
  
Video	
  in	
  the	
  Next	
  One	
  to	
  Two	
  Years	
  

Undecided	
  

6%	
  

No	
  video	
  

6%	
  

No	
  change	
  

21%	
  

Require	
  student	
  video	
  

30%	
  

Add	
  more	
  video	
  
0%	
  

67%	
  

10%	
  

20%	
  

30%	
  

40%	
  

50%	
  

60%	
  

70%	
  

80%	
  

Figure	
  13.	
  Instructor	
  projections	
  of	
  future	
  video	
  use	
  in	
  the	
  next	
  one	
  to	
  two	
  years.	
  
Self-­‐Efficacy	
  of	
  Online	
  Instructors	
  
	
  

This	
  study	
  was	
  aimed	
  to	
  gain	
  an	
  understanding	
  of	
  faculty	
  uses	
  and	
  

perceptions	
  of	
  video	
  in	
  their	
  online	
  course.	
  	
  To	
  answer	
  the	
  research	
  questions	
  put	
  
forth	
  by	
  this	
  study,	
  the	
  survey	
  was	
  designed	
  to	
  capture	
  the	
  instructors’	
  self	
  reported	
  
level	
  of	
  proficiency	
  on	
  several	
  areas:	
  technology	
  knowledge,	
  pedagogical	
  knowledge,	
  
and	
  content	
  knowledge	
  as	
  they	
  relate	
  to	
  the	
  TPACK	
  framework.	
  In	
  each	
  section	
  the	
  
participants	
  rated	
  their	
  level	
  of	
  agreement	
  to	
  the	
  statements	
  on	
  a	
  5-­‐point	
  Likert	
  
scale.	
  	
  The	
  coding	
  of	
  the	
  Likert-­‐scale	
  agreement	
  ranked	
  (strongly	
  disagree	
  =	
  1,	
  
strongly	
  agree=5).	
  

	
  

	
  
56	
  

	
  

Technology	
  Content	
  Knowledge	
  (TK)	
  
	
  

The	
  technology	
  knowledge	
  section	
  indicated	
  that	
  overall	
  the	
  participants	
  

agreed	
  with	
  the	
  statements	
  of	
  having	
  proficient	
  technology	
  knowledge	
  as	
  seen	
  in	
  
Table	
  10.	
  	
  The	
  two	
  statements	
  most	
  strongly	
  agreed	
  with	
  were	
  learning	
  about	
  new	
  
technology	
  on	
  their	
  own,	
  and	
  experimenting	
  with	
  new	
  technology.	
  	
  The	
  lowest	
  
reported	
  area	
  of	
  technology	
  self-­‐efficacy	
  was	
  the	
  statement	
  of	
  being	
  an	
  advanced	
  
user	
  of	
  online	
  technologies.	
  	
  
	
  
Table	
  10	
  
	
  
Faculty	
  Self-­‐Efficacy	
  of	
  Technology	
  Knowledge	
  (TK)	
  
	
  
N	
  
Min	
  
Max	
  
I	
  solve	
  my	
  own	
  technical	
  issues	
  
	
  
I	
  learn	
  about	
  new	
  technology	
  on	
  
my	
  own	
  
	
  
I	
  stay	
  up-­‐to-­‐date	
  on	
  latest	
  
technology	
  
	
  
I	
  experiment	
  with	
  new	
  technology	
  
	
  
I	
  am	
  an	
  advanced	
  user	
  of	
  online	
  
tools	
  
	
  

Mean	
  

Std.	
  Deviation	
  

96	
  

1	
  

5	
  

3.66	
  

1.23	
  

96	
  

2	
  

5	
  

4.05	
  

0.88	
  

96	
  

2	
  

5	
  

3.77	
  

1.12	
  

95	
  

2	
  

5	
  

4.0	
  

0.96	
  

96	
  

1	
  

5	
  

3.47	
  

1.27	
  

	
  
	
  

Age	
  was	
  significantly	
  correlated	
  with	
  instructors'	
  self-­‐efficacy	
  with	
  online	
  

technology,	
  with	
  younger	
  instructors	
  reporting	
  greater	
  levels	
  of	
  self-­‐efficacy.	
  The	
  
strongest	
  correlation	
  was	
  between	
  age	
  and	
  the	
  statement	
  “I	
  solve	
  my	
  own	
  technical	
  
issues”.	
  	
  The	
  only	
  relationship	
  between	
  technology	
  self-­‐efficacy	
  and	
  age	
  that	
  did	
  not	
  
have	
  a	
  significant	
  relationship	
  was	
  the	
  statement	
  on	
  experimenting	
  with	
  new	
  
technologies.	
  All	
  of	
  the	
  correlations	
  can	
  be	
  seen	
  in	
  Table	
  11	
  below.	
  	
  

	
  

	
  
57	
  

	
  

	
  
Table	
  11	
  
	
  
Correlation	
  of	
  Faculty	
  Self-­‐Efficacy	
  of	
  Technology	
  Knowledge	
  (TK)	
  and	
  Age	
  
	
  
Correlation	
  (r)	
  	
   Significance	
  (p)	
  
I	
  solve	
  my	
  own	
  technical	
  issues	
  
-­‐.34	
  **	
  
	
  
I	
  learn	
  about	
  new	
  technology	
  on	
  
-­‐.25	
  *	
  
my	
  own	
  
	
  
I	
  stay	
  up-­‐to-­‐date	
  on	
  latest	
  
-­‐.30	
  **	
  
technology	
  
	
  
I	
  experiment	
  with	
  new	
  technology	
  
-­‐.18	
  
	
  
I	
  am	
  an	
  advanced	
  user	
  of	
  online	
  
-­‐.29	
  **	
  
tools	
  
	
  
*	
  Pearson	
  correlations	
  with	
  significance	
  of	
  p<.05	
  
**	
  Pearson	
  correlation	
  with	
  significance	
  of	
  p<.01	
  

.001	
  **	
  
.014	
  *	
  
.003	
  **	
  

.087	
  
.005	
  **	
  

	
  
	
  
Technology	
  and	
  Pedagogical	
  Knowledge	
  (TPK)	
  
	
  

This	
  section	
  of	
  the	
  survey	
  instrument	
  collected	
  data	
  on	
  the	
  self-­‐efficacy	
  of	
  

technology	
  use	
  towards	
  course	
  pedagogy.	
  	
  Overall	
  instructors	
  agreed	
  that	
  they	
  used	
  
technology	
  in	
  their	
  course	
  in	
  a	
  positive	
  or	
  effective	
  way	
  as	
  seen	
  in	
  Table	
  12.	
  	
  	
  The	
  
highest	
  rated	
  statement	
  was	
  using	
  technology	
  to	
  enhance	
  students’	
  learning	
  in	
  the	
  
course.	
  The	
  lowest	
  rated	
  statement	
  was	
  on	
  adapting	
  technologies	
  for	
  different	
  
purposes	
  in	
  the	
  course.	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  
58	
  

	
  

Table	
  12	
  
	
  
Faculty	
  Self-­‐Efficacy	
  of	
  Technology	
  &	
  Pedagogical	
  Knowledge	
  (TPK)	
  
	
  
N	
  
Min	
  
Max	
  
Mean	
  
Std.	
  Deviation	
  
I	
  use	
  technologies	
  that	
  enhance	
  
my	
  teaching	
  in	
  the	
  course	
  
	
  
I	
  use	
  technologies	
  that	
  enhance	
  
students’	
  learning	
  in	
  the	
  course	
  
	
  
I	
  use	
  technologies	
  that	
  enhance	
  
the	
  course	
  content	
  
	
  
I	
  adapt	
  technologies	
  for	
  different	
  
purposes	
  in	
  the	
  course	
  
	
  
I	
  carefully	
  evaluate	
  the	
  technology	
  
used	
  in	
  the	
  course	
  
	
  

97	
  

2	
  

5	
  

4.22	
  

0.81	
  

97	
  

2	
  

5	
  

4.30	
  

0.75	
  

97	
  

2	
  

5	
  

4.31	
  

0.74	
  

97	
  

1	
  

5	
  

3.88	
  

1.01	
  

96	
  

2	
  

5	
  

4.0	
  

0.89	
  

	
  
	
  
Pedagogical	
  Knowledge	
  (PK)	
  
	
  

In	
  the	
  pedagogical	
  knowledge	
  section	
  of	
  the	
  portion	
  of	
  the	
  survey	
  

respondents	
  were	
  asked	
  to	
  rate	
  their	
  level	
  of	
  agreement	
  on	
  their	
  level	
  of	
  proficiency	
  
on	
  pedagogical	
  aspects	
  of	
  online	
  teaching	
  only,	
  leaving	
  out	
  the	
  use	
  of	
  technology	
  
into	
  the	
  factor	
  of	
  the	
  response.	
  In	
  this	
  section	
  the	
  respondents	
  indicated	
  high	
  levels	
  
of	
  agreements	
  for	
  each	
  pedagogical	
  statement.	
  	
  The	
  full	
  results	
  are	
  listed	
  in	
  Table	
  13.	
  	
  
A	
  Pearson	
  correlation	
  analysis	
  r=.24,	
  p=.021	
  indicated	
  there	
  is	
  a	
  significant	
  
relationship	
  between	
  years	
  of	
  online	
  teaching	
  experience	
  and	
  the	
  statement	
  “I	
  can	
  
adapt	
  course	
  materials	
  &	
  delivery	
  for	
  various	
  learning	
  styles”.	
  	
  	
  
	
  
	
  
	
  
	
  
	
  

	
  
59	
  

	
  

Table	
  13	
  
	
  	
  
Faculty	
  Self-­‐Efficacy	
  of	
  Pedagogical	
  Knowledge	
  (PK)	
  
	
  
N	
  
Min	
  
Max	
  
I	
  know	
  how	
  to	
  asses	
  student	
  
performance	
  
	
  
I	
  am	
  able	
  to	
  adapt	
  my	
  teaching	
  
methods	
  to	
  better	
  match	
  student	
  
understanding	
  
	
  
I	
  can	
  adapt	
  course	
  materials	
  &	
  
delivery	
  for	
  various	
  learning	
  
styles*	
  
	
  
I	
  am	
  familiar	
  with	
  common	
  student	
  
understandings	
  or	
  misconceptions	
  
	
  
I	
  organize	
  my	
  course	
  to	
  avoid	
  
confusion	
  or	
  inconsistency	
  	
  
	
  
*Significant	
  at	
  p<.05	
  level	
  

	
  
	
  
Mean	
  

Std.	
  Deviation	
  

96	
  

3	
  

5	
  

4.53	
  

0.54	
  

96	
  

2	
  

5	
  

4.37	
  

0.73	
  

	
  
	
  
	
  

96	
  

2	
  

5	
  

4.20	
  

0.78	
  

	
  
	
  

96	
  

2	
  

5	
  

4.37	
  

0.64	
  

	
  

96	
  

3	
  

5	
  

4.52	
  

0.56	
  

	
  
	
  

	
  
	
  
Content	
  Knowledge	
  (CK)	
  
	
  

This	
  section,	
  similar	
  to	
  the	
  pedagogical	
  section	
  does	
  not	
  take	
  technology	
  use	
  

into	
  account	
  but	
  focuses	
  on	
  the	
  self-­‐efficacy	
  of	
  instructors	
  on	
  their	
  own	
  perceived	
  
level	
  of	
  content	
  knowledge.	
  	
  The	
  full	
  results	
  are	
  presented	
  below	
  in	
  Table	
  14,	
  and	
  
similar	
  to	
  pedagogical	
  knowledge	
  the	
  respondents	
  indicated	
  that	
  they	
  
overwhelmingly	
  agreed	
  with	
  the	
  statements	
  on	
  their	
  content	
  knowledge.	
  A	
  
correlational	
  analysis	
  indicated	
  that	
  there	
  were	
  no	
  significant	
  relationships	
  between	
  
content	
  knowledge	
  and	
  age	
  or	
  experience.	
  	
  
	
  
	
  
	
  

	
  

	
  
60	
  

	
  

Table	
  14	
  
	
  
Faculty	
  Self-­‐Efficacy	
  of	
  Content	
  Knowledge	
  (CK)	
  
	
  
N	
  
Min	
  
I	
  have	
  sufficient	
  knowledge	
  in	
  the	
  course	
  
content	
  area	
  
	
  
I	
  have	
  various	
  methods	
  and	
  strategies	
  of	
  
developing	
  understanding	
  of	
  course	
  content	
  
	
  
I	
  evaluate	
  the	
  course	
  content	
  to	
  ensure	
  its	
  up-­‐
to-­‐date	
  
	
  

Max	
  

Mean	
   Std.	
  Deviation	
  

96	
  

3	
  

5	
  

4.76	
  

0.45	
  

96	
  

2	
  

5	
  

4.65	
  

0.56	
  

96	
  

2	
  

5	
  

4.56	
  

0.65	
  

	
  
	
  
To	
  provide	
  an	
  overview	
  of	
  the	
  total	
  levels	
  of	
  self-­‐efficacy	
  indicated	
  by	
  instructors	
  
across	
  the	
  various	
  TPACK	
  categories	
  the	
  mean	
  scores	
  for	
  each	
  category	
  were	
  
calculated	
  and	
  reported	
  in	
  Figure	
  14.	
  	
  This	
  figure	
  illustrates	
  that	
  overall,	
  instructors	
  
reported	
  the	
  lowest	
  levels	
  of	
  self-­‐efficacy	
  on	
  technology	
  knowledge,	
  and	
  the	
  highest	
  
level	
  of	
  content	
  knowledge.	
  	
  

	
  

	
  
61	
  

	
  

Instructor	
  Reporting	
  Agreement	
  with	
  	
  
Statements	
  of	
  Self-­‐EfPicacy	
  on	
  TPACK	
  Categories	
  	
  
	
  (1=strongly	
  disagree,	
  5=strongly	
  agree)	
  
5	
  
4.5	
  
4	
  

4.4	
  

4.14	
  

4.66	
  

3.79	
  

3.5	
  
3	
  
2.5	
  
2	
  
1.5	
  
1	
  
0.5	
  
0	
  
Technology	
  
Knowledge	
  (TK)	
  

Pedagogical	
  &	
  
Technological	
  
Knowledge	
  (TPK)	
  

Pedagogical	
  
Content	
  Knowledge	
  
Knowledge	
  (PK)	
  
(CK)	
  

	
  
Figure	
  14.	
  Instructor	
  reported	
  level	
  of	
  agreement	
  with	
  statements	
  of	
  self-­‐efficacy	
  of	
  
TPACK	
  categories.	
  	
  
	
  
Video	
  Technology	
  Knowledge	
  
	
  

Extending	
  the	
  investigation	
  of	
  self-­‐efficacy	
  of	
  technology	
  beyond	
  the	
  more	
  

generalized	
  scale	
  used	
  in	
  Table	
  10,	
  data	
  was	
  also	
  collected	
  on	
  the	
  self-­‐efficacy	
  
reported	
  by	
  instructors	
  on	
  several	
  specific	
  areas	
  of	
  using	
  video	
  technology	
  in	
  their	
  
online	
  course.	
  	
  This	
  section	
  of	
  the	
  survey	
  may	
  have	
  been	
  viewed	
  as	
  redundant,	
  but	
  it	
  
provided	
  a	
  more	
  granular	
  indication	
  of	
  the	
  specific	
  skills	
  and	
  knowledge	
  needed	
  to	
  
work	
  with	
  video	
  in	
  online	
  course	
  environments.	
  	
  When	
  asked	
  to	
  rate	
  their	
  level	
  of	
  
experience	
  on	
  a	
  5-­‐point	
  Likert	
  scale	
  (1=beginner,	
  5=expert)	
  the	
  respondents	
  
indicated	
  that	
  when	
  sharing	
  video	
  hyperlinks	
  or	
  embedding	
  videos	
  they	
  reported	
  
higher	
  levels	
  of	
  agreement	
  compared	
  to	
  editing	
  video	
  or	
  using	
  the	
  CMS	
  built-­‐in	
  

	
  

	
  
62	
  

	
  

video	
  tools,	
  or	
  creating	
  screencasts.	
  The	
  full	
  results	
  can	
  be	
  seen	
  in	
  Table	
  15	
  and	
  
Figure	
  15.	
  	
  	
  
Table	
  15	
  
	
  
Faculty	
  Expertise	
  Level	
  of	
  Online	
  Video	
  Technology	
  (VT)	
  
	
  
N	
  
Min	
  
Max	
  
Mean	
  
Creating	
  and	
  sharing	
  video	
  links	
  
	
  
Embedding	
  a	
  video	
  in	
  course	
  
content	
  
	
  
Filming	
  and	
  uploading	
  my	
  own	
  
video	
  
	
  
Editing	
  my	
  own	
  video	
  content	
  
	
  
Capturing	
  my	
  own	
  screencast	
  
	
  
Using	
  Canvas	
  (CMS)	
  built-­‐in	
  video	
  
recording	
  	
  

Std.	
  Deviation	
  

96	
  

1	
  

5	
  

3.56	
  

1.34	
  

96	
  

1	
  

5	
  

3.43	
  

1.35	
  

95	
  

1	
  

5	
  

2.88	
  

1.42	
  

96	
  

1	
  

5	
  

2.64	
  

1.41	
  

96	
  

1	
  

5	
  

2.75	
  

1.42	
  

95	
  

1	
  

5	
  

2.62	
  

1.37	
  

	
  
Instructor	
  Reported	
  Level	
  of	
  Video	
  Technology	
  	
  
Expertise	
  Across	
  Six	
  Skill	
  Areas	
  (1=beginner,	
  5=expert)	
  
5	
  
4.5	
  
4	
  
3.5	
  
3	
  

3.56	
  

3.43	
  
2.88	
  

2.64	
  

2.75	
  

2.62	
  

2.5	
  
2	
  
1.5	
  
1	
  
0.5	
  
0	
  
Creating	
  and	
   Embedding	
   Filming	
  and	
  
sharing	
  links	
  
video	
  
uploading	
  

Editing	
  

Capturing	
  
Using	
  CMS	
  
screencast	
   video	
  features	
  

Figure	
  15.	
  Instructor	
  reported	
  level	
  of	
  video	
  technology	
  expertise	
  across	
  six	
  skill	
  
areas.	
  

	
  

	
  
63	
  

	
  

	
  

A	
  Pearson	
  correlation	
  indicated	
  that	
  there	
  was	
  a	
  strong	
  significant	
  relationship	
  
across	
  the	
  self-­‐efficacy	
  of	
  video	
  technology	
  knowledge	
  and	
  age	
  of	
  instructors.	
  	
  The	
  
correlations	
  of	
  video	
  technology	
  self-­‐efficacy	
  and	
  instructor	
  age	
  can	
  be	
  seen	
  in	
  Table	
  
16.	
  	
  	
  
	
  
Table	
  16	
  
	
  
Correlation	
  of	
  Faculty	
  Expertise	
  Level	
  of	
  Online	
  Video	
  Technology	
  (VT)	
  and	
  Age	
  
	
  
Correlation	
  (r)	
  	
   Significance	
  (p)	
  
Creating	
  and	
  sharing	
  video	
  links	
  
-­‐.31**	
  
	
  
Embedding	
  a	
  video	
  in	
  course	
  
-­‐.32*	
  *	
  
content	
  
	
  
Filming	
  and	
  uploading	
  my	
  own	
  
-­‐.34	
  **	
  
video	
  
	
  
Editing	
  my	
  own	
  video	
  content	
  
-­‐.21*	
  
	
  
Capturing	
  my	
  own	
  screencast	
  
-­‐.24*	
  
	
  
Using	
  Canvas	
  (CMS)	
  built-­‐in	
  video	
  
-­‐.14	
  
recording	
  	
  
*	
  Pearson	
  correlations	
  with	
  significance	
  of	
  p<.05	
  
**	
  Pearson	
  correlation	
  with	
  significance	
  of	
  p<.01	
  

.002	
  **	
  
.002	
  **	
  
.001	
  **	
  

.040	
  *	
  
.019	
  *	
  
.172	
  

	
  
	
  
Instructional	
  Support	
  and	
  Online	
  Course	
  Development	
  
	
  

Throughout	
  the	
  research	
  survey,	
  participants	
  were	
  asked	
  about	
  different	
  

instructional	
  support	
  resources	
  and	
  if	
  they	
  received	
  the	
  support	
  they	
  wanted	
  in	
  
connection	
  with	
  the	
  facilitation	
  of	
  their	
  online	
  course.	
  	
  In	
  addition	
  to	
  gathering	
  
information	
  on	
  the	
  support	
  services	
  available	
  the	
  survey	
  also	
  collected	
  data	
  on	
  
aspects	
  of	
  the	
  creation	
  of	
  instructor-­‐created	
  video	
  to	
  gain	
  an	
  understanding	
  of	
  the	
  
factors	
  that	
  influenced	
  the	
  instructors	
  decision	
  to	
  create	
  and	
  share	
  video	
  with	
  the	
  
online	
  course	
  or	
  not.	
  	
  The	
  data	
  collected	
  can	
  provide	
  evidence	
  to	
  answer	
  research	
  
	
  

	
  
64	
  

	
  

question	
  number	
  four	
  (RQ4)	
  on	
  identifying	
  key	
  factors	
  influencing	
  the	
  decision	
  to	
  
create	
  videos	
  including	
  barriers	
  perceived	
  by	
  instructors,	
  and	
  the	
  support	
  received	
  
from	
  the	
  university.	
  	
  
Development	
  Time	
  and	
  Resources	
  
	
  

There	
  is	
  often	
  an	
  assumption	
  in	
  online	
  higher	
  education	
  that	
  instructors	
  can	
  

simply	
  “move”	
  a	
  traditional	
  course	
  to	
  an	
  online	
  platform	
  with	
  relative	
  ease.	
  	
  To	
  
understand	
  the	
  time	
  involved	
  in	
  preparing	
  and	
  teaching	
  an	
  online	
  course	
  
participants	
  were	
  asked	
  to	
  rate	
  their	
  estimated	
  amount	
  of	
  time	
  invested	
  in	
  teaching	
  
their	
  online	
  course	
  compared	
  to	
  teaching	
  a	
  traditional	
  face-­‐to-­‐face	
  course.	
  	
  A	
  
frequency	
  analysis	
  (Figure	
  16)	
  indicated	
  that	
  a	
  combined	
  71.1%	
  (n=69)	
  reported	
  
that	
  faculty	
  feel	
  that	
  they	
  spend	
  slightly	
  more	
  to	
  significantly	
  more	
  time	
  on	
  online	
  
courses	
  than	
  a	
  traditional	
  face-­‐to-­‐face	
  course,	
  and	
  17.5%	
  (n=17)	
  felt	
  it	
  took	
  the	
  
same	
  amount	
  of	
  time.	
  	
  	
  
	
  

	
  

	
  
65	
  

	
  

Instructors	
  Reports	
  of	
  Time	
  Investment	
  of	
  	
  
Online	
  Versus	
  Face-­‐to-­‐face	
  Courses	
  

70%	
  
60%	
  

58%	
  

50%	
  
40%	
  
30%	
  
20%	
  

18%	
  
13%	
  

10%	
  

5%	
  

4%	
  

2%	
  

0%	
  
Signivicantly	
   Slightly	
  more	
   About	
  the	
   Slightly	
  less	
   Signivicantly	
   I	
  don't	
  teach	
  
more	
  time	
  
time	
  
same	
  amount	
  
time	
  
less	
  time	
  
face-­‐to-­‐face	
  
of	
  time	
  
courses	
  

Figure 16. Instructors reported perception of time investment comparison between online
and face-to-face courses.	
  
	
  
In	
  addition	
  to	
  investigating	
  the	
  amount	
  of	
  time	
  instructors	
  reported	
  investing	
  
in	
  their	
  online	
  course	
  this	
  study	
  gathered	
  data	
  on	
  how	
  respondents	
  felt	
  about	
  
receiving	
  adequate	
  support	
  on	
  various	
  aspects	
  of	
  course	
  development.	
  	
  Using	
  a	
  5-­‐
point	
  Likert	
  scale,	
  faculty	
  respondents	
  indicated	
  their	
  perceived	
  level	
  of	
  agreement	
  
in	
  receiving	
  university	
  support	
  in	
  six	
  categories	
  of	
  online	
  course	
  development	
  and	
  
support	
  (Table	
  17).	
  	
  Overall	
  the	
  respondents	
  indicated	
  that	
  they	
  agreed	
  they	
  
received	
  adequate	
  support	
  from	
  the	
  university	
  in	
  course	
  development	
  and	
  support.	
  	
  
The	
  highest	
  rated	
  agreement	
  was	
  technical	
  support	
  on	
  the	
  course	
  management	
  
system,	
  and	
  the	
  least	
  agreed	
  statement	
  was	
  on	
  assistance	
  of	
  video	
  production.	
  	
  	
  
	
  

	
  

	
  
66	
  

	
  

Table	
  17	
  
Course	
  Development	
  Resources	
  and	
  University	
  Support	
  	
  
	
  
N	
  
Min	
  
Max	
  

Mean	
  

Std.	
  Deviation	
  

Course	
  development	
  time	
  

97	
  

1	
  

5	
  

3.94	
  

1.02	
  

Instructional	
  design	
  resources	
  
	
  
Technical	
  support	
  (CMS)	
  Canvas	
  
	
  
Pedagogical	
  resources	
  for	
  online	
  
teaching	
  &	
  learning	
  
	
  
Professional	
  development	
  
	
  
Video	
  production	
  assistance	
  

97	
  

1	
  

5	
  

4.05	
  

0.97	
  

97	
  

1	
  

5	
  

4.06	
  

0.97	
  

97	
  

1	
  

5	
  

3.77	
  

1.12	
  

97	
  
	
  
97	
  

1	
  
	
  
1	
  

5	
  
	
  
5	
  

3.60	
  
	
  
3.21	
  

1.17	
  
	
  
1.18	
  

	
  
	
  
When	
  asked	
  to	
  rank	
  the	
  five	
  categories	
  of	
  online	
  course	
  development	
  resources	
  and	
  
university	
  support,	
  the	
  respondents	
  indicated	
  that	
  the	
  most	
  important	
  element	
  was	
  
course	
  development	
  time	
  followed	
  by	
  instructional	
  design	
  support,	
  and	
  professional	
  
development	
  in	
  online	
  teaching	
  and	
  learning	
  as	
  the	
  top	
  three	
  areas.	
  	
  The	
  full	
  table	
  of	
  
support	
  ranking	
  is	
  listed	
  in	
  Table	
  18.	
  
	
  
Table	
  18	
  

	
  

Course	
  Development	
  and	
  Support	
  Ranking	
  	
  
Rank	
  

	
  

Area	
  of	
  Support	
  

n	
  

1	
  

Course	
  development	
  time	
  

90	
  

2	
  
	
  
3	
  
	
  

Instructional	
  design	
  support	
  

89	
  

Professional	
  development	
  in	
  online	
  
teaching	
  &	
  learning	
  

90	
  

4	
  
	
  

Online	
  course	
  management	
  (CMS)	
  
training	
  

89	
  

5	
  

Video	
  production	
  training	
  
	
  

89	
  
	
  

	
  
	
  

	
  
67	
  

	
  

Instructors	
  were	
  also	
  asked	
  about	
  the	
  frequency	
  in	
  which	
  they	
  sought	
  
assistance	
  or	
  support	
  for	
  their	
  online	
  course	
  from	
  the	
  Online	
  Learning	
  Center	
  which	
  
is	
  the	
  university	
  group	
  that	
  manages	
  and	
  hosts	
  the	
  course	
  management	
  system	
  
Canvas.	
  	
  A	
  frequency	
  analysis	
  (Figure	
  17)	
  of	
  the	
  amount	
  of	
  times	
  support	
  was	
  asked	
  
for	
  indicated	
  that	
  25.3%	
  (n=24)	
  sought	
  support	
  once	
  per	
  teaching	
  period	
  and	
  14.7%	
  
(n=14)	
  sought	
  support	
  more	
  than	
  once	
  during	
  the	
  teaching	
  period.	
  	
  By	
  contrast	
  a	
  
combined	
  60.1%	
  (n=57)	
  requested	
  support	
  less	
  than	
  once	
  during	
  a	
  given	
  teaching	
  
period.	
  

Figure	
  17.	
  Frequency	
  of	
  Online	
  Learning	
  Center	
  support	
  sought	
  by	
  online	
  
instructors.
	
  

	
  

	
  
68	
  

	
  

Instructors	
  were	
  asked	
  if	
  they	
  participate	
  in	
  the	
  Reflective	
  Teaching	
  Community,	
  an	
  
online	
  group	
  of	
  faculty	
  that	
  is	
  hosted	
  by	
  the	
  university	
  Faculty	
  Development	
  Center.	
  	
  
The	
  data	
  collected	
  indicates	
  that	
  only	
  10.4%	
  (n=10)	
  participated	
  in	
  the	
  Reflective	
  
Teaching	
  Community	
  and	
  that	
  45.8%	
  (n=44)	
  did	
  not,	
  and	
  43.8%	
  (n=42)	
  were	
  
unaware	
  of	
  the	
  online	
  community.	
  	
  	
  
Instructor-­‐created	
  Video	
  Production	
  
	
  

One	
  of	
  the	
  research	
  questions	
  (RQ4)	
  for	
  this	
  study	
  was	
  aimed	
  to	
  identify	
  key	
  

factors	
  that	
  influenced	
  an	
  instructors’	
  decision	
  to	
  create	
  videos	
  for	
  their	
  online	
  
course.	
  	
  This	
  research	
  question	
  contained	
  two	
  subsequent	
  questions	
  specifically	
  
looking	
  at	
  identifying	
  barriers	
  that	
  instructors	
  encountered,	
  and	
  looked	
  at	
  how	
  the	
  
institutional	
  support	
  influenced	
  their	
  decision	
  to	
  create	
  videos.	
  	
  The	
  survey	
  
instrument	
  was	
  designed	
  with	
  a	
  special	
  branched	
  section	
  visible	
  only	
  to	
  
respondents	
  that	
  indicated	
  they	
  had	
  used	
  instructor-­‐created	
  video	
  in	
  their	
  online	
  
course.	
  	
  This	
  branched	
  section	
  collected	
  data	
  on	
  various	
  aspects	
  of	
  the	
  video	
  
production	
  process	
  to	
  provide	
  insight	
  into	
  the	
  decisions	
  instructors	
  made	
  when	
  
choosing	
  to	
  develop	
  their	
  own	
  videos.	
  	
  Survey	
  respondents	
  indicated	
  that	
  41%	
  
(n=41)	
  used	
  instructor-­‐created	
  videos	
  at	
  least	
  once	
  in	
  their	
  online	
  course.	
  	
  This	
  sub-­‐
sample	
  of	
  respondents	
  was	
  asked	
  about	
  their	
  pre-­‐production,	
  and	
  post-­‐production	
  
processes	
  of	
  video	
  creation.	
  	
  As	
  reported	
  previously,	
  the	
  main	
  use	
  of	
  instructor-­‐
created	
  video	
  was	
  identified	
  as	
  mini-­‐lectures	
  or	
  demonstrations	
  with	
  a	
  mean	
  length	
  
of	
  3	
  to	
  5	
  minutes.	
  	
  
	
  
	
  

	
  

	
  
69	
  

	
  

Pre-­‐production	
  Process	
  
	
  

A	
  frequency	
  analysis	
  of	
  the	
  planning	
  of	
  instructor-­‐created	
  video	
  indicated	
  

that	
  61.5%	
  (n=24)	
  planned	
  and	
  created	
  videos	
  in	
  advance	
  of	
  the	
  start	
  of	
  course,	
  
25.6%	
  (n=10)	
  planned	
  and	
  created	
  videos	
  both	
  in	
  advance	
  and	
  during	
  the	
  course.	
  	
  	
  
When	
  planning	
  videos	
  for	
  use	
  in	
  online	
  courses	
  57.9%	
  (n=22)	
  instructors	
  reported	
  
that	
  the	
  intended	
  audience	
  (e.g.	
  students)	
  was	
  the	
  central	
  point	
  of	
  consideration	
  for	
  
the	
  video	
  production,	
  while	
  39.5%	
  (n=15)	
  indicated	
  audience	
  is	
  indeed	
  important,	
  
the	
  subject	
  or	
  content	
  was	
  the	
  central	
  consideration	
  for	
  production.	
  	
  In	
  terms	
  of	
  
video	
  reusability	
  68.4%	
  (n=26)	
  indicated	
  their	
  videos	
  can	
  be	
  used	
  in	
  future	
  offerings	
  
of	
  the	
  same	
  course,	
  18.4%	
  (n=7)	
  indicated	
  that	
  each	
  video	
  was	
  only	
  created	
  for	
  one	
  
specific	
  course	
  term	
  or	
  semester.	
  
	
  

Respondents	
  were	
  asked	
  to	
  report	
  on	
  the	
  specific	
  video	
  elements	
  that	
  were	
  

included	
  in	
  their	
  video	
  production.	
  	
  Figure	
  18	
  shows	
  the	
  breakdown	
  of	
  the	
  various	
  
shot	
  types	
  by	
  frequency	
  of	
  use.	
  The	
  most	
  often	
  used	
  shot	
  type	
  indicated	
  was	
  the	
  
“talking	
  head”	
  (n=26	
  )	
  of	
  the	
  instructor	
  speaking	
  directly	
  to	
  the	
  camera.	
  	
  	
  

	
  

	
  
70	
  

	
  

Figure	
  18.	
  	
  Frequency	
  of	
  instructor-­‐created	
  video	
  elements	
  and	
  shot	
  types	
  present	
  in	
  
video.	
  
	
  
Respondents	
  indicated	
  that	
  a	
  combined	
  67.5%	
  (n=25)	
  sometimes	
  or	
  always	
  include	
  
or	
  make	
  available	
  the	
  materials	
  used	
  in	
  their	
  videos	
  such	
  as	
  PowerPoint	
  slides,	
  
audio	
  recordings,	
  images,	
  or	
  other	
  files	
  for	
  students,	
  while	
  32.4%	
  (n=12)	
  never	
  
make	
  materials	
  used	
  in	
  their	
  video	
  productions	
  available	
  for	
  students.	
  	
  During	
  the	
  
video	
  production	
  process	
  faculty	
  indicated	
  that	
  the	
  majority	
  n=17	
  did	
  not	
  seek	
  any	
  
support,	
  and	
  those	
  who	
  did	
  sought	
  help	
  from	
  online	
  tutorials	
  (n=12),	
  the	
  Online	
  
Learning	
  Center	
  (n=11),	
  and	
  colleagues	
  (n=5).	
  	
  
	
  
	
  

	
  

	
  
71	
  

	
  

Post-­‐production	
  
	
  

Many	
  video	
  platforms	
  today	
  (YouTube,	
  Vimeo,	
  etc.)	
  have	
  accessibility	
  

features	
  built	
  into	
  them	
  including	
  automated	
  transcripts,	
  closed	
  captioning	
  to	
  
increase	
  the	
  use	
  of	
  videos	
  for	
  a	
  wider	
  audience	
  in	
  an	
  online	
  environment.	
  	
  The	
  
respondents	
  in	
  this	
  survey	
  indicated	
  that	
  the	
  majority	
  (n=19)	
  did	
  not	
  use	
  any	
  
accessibility	
  features	
  (Figure	
  19)	
  when	
  creating	
  or	
  posting	
  their	
  videos.	
  	
  	
  
	
  

	
  
Figure	
  19.	
  Accessibility	
  features	
  reported	
  used	
  in	
  instructor-­‐created	
  video.	
  	
  
	
  
	
  

Instructors	
  were	
  asked	
  to	
  describe	
  how	
  (or	
  if)	
  students	
  were	
  able	
  to	
  interact	
  

with	
  the	
  videos	
  by	
  responding	
  to	
  them	
  in	
  some	
  form.	
  	
  A	
  frequency	
  analysis	
  indicated	
  
that	
  44.7%	
  (n=17)	
  of	
  instructors	
  reported	
  that	
  students	
  were	
  able	
  to	
  respond	
  to	
  the	
  
videos	
  if	
  they	
  chose	
  to,	
  31.6%	
  (n=12)	
  required	
  students	
  to	
  respond,	
  and	
  23.7%	
  

	
  

	
  
72	
  

	
  

(n=9)	
  indicated	
  that	
  students	
  were	
  not	
  able	
  to	
  respond.	
  	
  Looking	
  at	
  the	
  overall	
  
production	
  value	
  of	
  the	
  instructor-­‐created	
  video	
  the	
  majority	
  of	
  respondents	
  (55%,	
  
n=21)	
  rated	
  their	
  video	
  as	
  having	
  “moderate	
  production	
  value”	
  in	
  which	
  the	
  video	
  
was	
  near	
  a	
  professional	
  level	
  while	
  only	
  15.8%	
  (n=6)	
  rated	
  their	
  video	
  as	
  high	
  
production	
  value	
  having	
  professional	
  level	
  quality.	
  	
  
Open	
  Ended	
  Reflections	
  
	
  

To	
  capture	
  the	
  voice	
  of	
  the	
  respondents,	
  this	
  study	
  included	
  four	
  open-­‐ended	
  

reflection	
  questions	
  in	
  the	
  anonymous	
  survey.	
  	
  The	
  open-­‐ended	
  questions	
  were	
  
placed	
  at	
  the	
  end	
  of	
  several	
  sections	
  of	
  the	
  survey	
  (Appendix	
  A)	
  including	
  the	
  
section	
  on	
  feelings	
  on	
  the	
  use	
  of	
  video,	
  self-­‐efficacy	
  of	
  teaching,	
  technology	
  and	
  
video,	
  instructor-­‐created	
  video	
  section,	
  and	
  a	
  general	
  final	
  reflection	
  question	
  at	
  the	
  
end	
  of	
  the	
  survey.	
  	
  The	
  responses	
  to	
  the	
  reflection	
  questions	
  provided	
  further	
  
insight	
  into	
  how	
  the	
  respondent	
  felt	
  in	
  their	
  own	
  words,	
  which	
  was	
  valuable	
  when	
  
interpreting	
  the	
  results	
  of	
  this	
  study	
  in	
  Chapter	
  5.	
  	
  Each	
  open-­‐ended	
  reflection	
  
section	
  was	
  categorized	
  based	
  on	
  the	
  five	
  research	
  questions	
  presented	
  in	
  this	
  
study.	
  	
  The	
  full	
  set	
  of	
  reflection	
  responses	
  can	
  be	
  seen	
  in	
  Appendix	
  B.	
  	
  
The	
  first	
  reflection	
  question	
  (Q6.6	
  as	
  shown	
  in	
  Appendix	
  A)	
  asked;	
  looking	
  
back	
  over	
  your	
  online	
  course	
  experience,	
  was	
  there	
  a	
  specific	
  use	
  of	
  video	
  that	
  
stands	
  out	
  as	
  the	
  most	
  useful/beneficial?	
  	
  This	
  optional	
  question	
  received	
  35	
  
responses	
  from	
  participants.	
  	
  The	
  full	
  set	
  of	
  responses	
  is	
  included	
  in	
  Appendix	
  B,	
  
where	
  they	
  have	
  been	
  organized	
  by	
  question,	
  and	
  relevance	
  to	
  the	
  research	
  
questions.	
  	
  The	
  faculty	
  voices	
  captured	
  in	
  these	
  responses	
  convey	
  the	
  complexity	
  

	
  

	
  
73	
  

	
  

and	
  ambivalences	
  felt	
  as	
  they	
  seek	
  to	
  integrate	
  video	
  in	
  their	
  online	
  courses.	
  	
  For	
  
example	
  one	
  instructor	
  wrote,	
  	
  
Hans	
  Rosling’s	
  TED	
  talks	
  on	
  world	
  population	
  growth	
  trends	
  have	
  been	
  very	
  
helpful	
  to	
  dispel	
  myths	
  and	
  stereotypes	
  in	
  my	
  courses	
  because	
  of	
  the	
  
outstanding	
  use	
  of	
  visual	
  aids	
  to	
  explain	
  the	
  data	
  much	
  more	
  effectively	
  than	
  
any	
  reading	
  I’ve	
  found.	
  	
  In	
  particular,	
  Religion	
  and	
  Babies	
  and	
  also	
  Global	
  
Population	
  Growth	
  Box	
  by	
  Box.	
  (RQ	
  1,	
  2,	
  3).	
  
Another	
  instructor	
  identified	
  both	
  benefits	
  and	
  challenges	
  to	
  using	
  video	
  in	
  their	
  
course	
  in	
  their	
  reflection	
  when	
  they	
  stated:	
  	
  
I	
  think	
  video	
  is	
  a	
  great	
  way	
  to	
  engage	
  online	
  and	
  in	
  classroom.	
  3rd	
  party	
  
videos	
  can	
  often	
  present	
  information	
  in	
  an	
  interesting	
  way.	
  Students	
  also	
  
share	
  a	
  lot	
  of	
  videos	
  in	
  the	
  discussions.	
  	
  	
  I	
  would	
  like	
  to	
  use	
  videos	
  more	
  
often,	
  however,	
  I've	
  found	
  that	
  the	
  mouth	
  often	
  doesn't	
  keep	
  up	
  with	
  the	
  
audio,	
  plus	
  the	
  video	
  is	
  very	
  low	
  resolution	
  in	
  the	
  announcements.	
  If	
  you	
  
can't	
  really	
  see	
  the	
  person's	
  face,	
  then	
  it	
  doesn't	
  really	
  have	
  the	
  impact.	
  As	
  a	
  
result,	
  I	
  often	
  use	
  audio	
  comments	
  in	
  assignment	
  feedback	
  instead	
  of	
  video.	
  
(RQ3).	
  
In	
  one	
  case	
  it	
  was	
  mentioned	
  that	
  video	
  is	
  a	
  central	
  part	
  of	
  the	
  online	
  course	
  as	
  
described	
  by	
  one	
  faculty	
  instructor	
  who	
  wrote:	
  	
  
My	
  entire	
  course	
  is	
  structured	
  around	
  a	
  series	
  of	
  interviews	
  with	
  a	
  REAL	
  
client	
  who	
  supplies	
  students	
  with	
  information	
  so	
  they	
  can	
  accomplish	
  his	
  
goals	
  in	
  the	
  marketplace.	
  	
  Students	
  do	
  parts	
  of	
  the	
  project	
  week	
  by	
  week.	
  	
  I	
  
feel	
  these	
  videos	
  help	
  create	
  a	
  real-­‐world	
  experience	
  for	
  students.	
  	
  (RQ	
  2,	
  3).	
  

	
  

	
  
74	
  

	
  

The	
  full	
  set	
  of	
  responses	
  contains	
  additional	
  comments	
  on	
  the	
  uses	
  of	
  video	
  that	
  
instructors	
  found	
  most	
  beneficial	
  or	
  useful	
  in	
  their	
  online	
  course.	
  
	
  

The	
  second	
  open-­‐ended	
  reflection	
  question	
  (Q7.13,	
  Appendix	
  A)	
  asked;	
  is	
  

there	
  anything	
  else	
  you	
  would	
  like	
  to	
  say	
  about	
  your	
  own	
  experience	
  working	
  with	
  
video	
  in	
  your	
  online	
  course?	
  	
  Twenty-­‐one	
  of	
  the	
  participants	
  responded	
  to	
  this	
  
optional	
  question	
  about	
  their	
  experience	
  working	
  with	
  video.	
  Some	
  instructors	
  
reported	
  their	
  perception	
  of	
  the	
  value	
  of	
  working	
  with	
  video,	
  as	
  one	
  instructor	
  
wrote:	
  	
  
Video	
  is	
  very	
  important	
  to	
  engage	
  the	
  student.	
  It	
  is	
  also	
  one	
  of	
  the	
  reasons	
  
that	
  I	
  am	
  particularly	
  interested	
  in	
  working	
  in	
  the	
  online	
  environment.	
  I	
  am	
  
looking	
  for	
  ways	
  to	
  translate	
  my	
  30+	
  years	
  of	
  face-­‐to-­‐face	
  teaching	
  to	
  the	
  
video	
  environment.	
  (RQ	
  3).	
  	
  
Another	
  participant	
  identified	
  development	
  time	
  and	
  deadlines	
  as	
  prohibitive	
  
barriers	
  to	
  using	
  video	
  in	
  online	
  teaching:	
  	
  
I	
  think	
  it	
  was	
  great	
  to	
  create	
  and	
  use	
  original	
  videos	
  for	
  my	
  class,	
  but	
  it	
  is	
  
very	
  time-­‐consuming.	
  There	
  are	
  so	
  many	
  wonderful	
  technologies	
  possible,	
  
but	
  many	
  of	
  my	
  colleagues	
  say	
  that	
  they	
  DON'T	
  use	
  all	
  the	
  "bells	
  &	
  whistles"	
  
because	
  the	
  deadlines	
  are	
  too	
  tight	
  to	
  develop	
  courses	
  with	
  this	
  kind	
  of	
  
customization…(RQ	
  1,	
  2,	
  4).	
  
Other	
  responses	
  indicated	
  the	
  desire	
  for	
  more	
  training	
  and	
  professional	
  
development	
  as	
  stated	
  by	
  the	
  response:	
  “I	
  would	
  like	
  more	
  support/tools	
  in	
  how	
  to	
  
develop	
  my	
  own	
  professional	
  videos	
  for	
  online	
  course	
  content”	
  (RQ	
  4).	
  	
  	
  

	
  

	
  
75	
  

	
  

The	
  third	
  reflection	
  question	
  (Q8.13,	
  Appendix	
  A)	
  asked;	
  is	
  there	
  anything	
  
else	
  you	
  would	
  like	
  to	
  share	
  about	
  your	
  experience	
  creating	
  your	
  own	
  video?	
  	
  Given	
  
the	
  smaller	
  number	
  of	
  respondents	
  who	
  did	
  created	
  their	
  own	
  videos	
  there	
  were	
  
only	
  five	
  responses.	
  	
  One	
  faculty	
  respondent	
  wrote:	
  	
  
If	
  I	
  had	
  more	
  time,	
  I	
  would	
  incorporate	
  more	
  multimedia	
  into	
  my	
  screen	
  
capture	
  videos	
  (talking	
  head,	
  relevant	
  images,	
  b-­‐roll)	
  but	
  time	
  has	
  been	
  an	
  
issue.	
  I	
  hope	
  to	
  incorporate	
  some	
  of	
  these	
  changes	
  over	
  the	
  summer.	
  	
  I	
  also	
  
aspire	
  to	
  create	
  a	
  video	
  introduction	
  for	
  each	
  of	
  the	
  weekly	
  modules,	
  but	
  this	
  
is	
  merely	
  an	
  aspiration.	
  I	
  have	
  the	
  technical	
  know-­‐how	
  to	
  do	
  it,	
  it's	
  again	
  a	
  
matter	
  of	
  time	
  as	
  video	
  production	
  can	
  be	
  a	
  time	
  consuming	
  process.	
  (RQ	
  1,	
  
4).	
  
This	
  response	
  again	
  emphasizes	
  the	
  importance	
  of	
  development	
  time	
  and	
  desire	
  to	
  
gain	
  more	
  professional	
  development	
  in	
  the	
  area	
  of	
  video	
  technology.	
  	
  
	
  

The	
  final	
  question	
  on	
  the	
  survey	
  (Q9.1,	
  Appendix	
  A)	
  asked;	
  is	
  there	
  anything	
  

else	
  you	
  would	
  like	
  to	
  add	
  about	
  your	
  experiences	
  using	
  video	
  in	
  online	
  courses	
  or	
  
any	
  suggestions	
  you	
  would	
  make	
  regarding	
  support	
  for	
  instructors	
  wanting	
  to	
  use	
  
videos	
  in	
  their	
  online	
  course?	
  	
  This	
  optional	
  question	
  received	
  32	
  responses.	
  	
  
Several	
  of	
  the	
  responses	
  to	
  this	
  question	
  were	
  focused	
  on	
  development	
  suggestions	
  
for	
  video	
  use	
  as	
  indicated	
  by	
  one	
  respondent	
  who	
  wrote:	
  	
  
My	
  main	
  suggestion	
  is	
  that	
  videos	
  need	
  to	
  be	
  short-­‐-­‐if	
  you	
  have	
  a	
  lot	
  of	
  
content	
  that	
  want	
  to	
  convey	
  via	
  video,	
  break	
  a	
  longer	
  video	
  down	
  into	
  
smaller	
  parts.	
  I	
  think	
  that	
  student	
  attention	
  waivers	
  if	
  the	
  video	
  is	
  more	
  than	
  
a	
  few	
  minutes	
  long.	
  (RQ	
  2,	
  3).	
  	
  

	
  

	
  
76	
  

	
  

Other	
  respondents	
  identified	
  the	
  benefit	
  they	
  see	
  in	
  the	
  continued	
  use	
  of	
  video.	
  One	
  
respondent	
  wrote:	
  
Using	
  movies	
  or	
  YouTube	
  media	
  enhance	
  the	
  class,	
  especially	
  for	
  this	
  age	
  
group.	
  They	
  are	
  very	
  comfortable	
  with	
  visuals	
  and	
  are	
  not	
  strong	
  readers	
  (in	
  
general).	
  I	
  feel	
  we	
  must	
  include	
  videos	
  in	
  order	
  to	
  reach	
  our	
  students.	
  I	
  have	
  
just	
  started	
  using	
  the	
  min-­‐lecture	
  videos	
  and	
  they	
  have	
  been	
  well	
  received.	
  
When	
  I	
  have	
  more	
  time,	
  I	
  will	
  learn	
  more.	
  (RQ	
  2).	
  
This	
  response	
  echoes	
  other	
  responses	
  indicating	
  the	
  perceived	
  value	
  and	
  need	
  for	
  
further	
  development	
  and	
  time	
  investment	
  in	
  creating	
  videos.	
  	
  	
  While	
  many	
  of	
  the	
  
responses	
  indicated	
  positive	
  uses,	
  one	
  respondent	
  pointed	
  out	
  their	
  doubts	
  about	
  
the	
  return	
  on	
  their	
  investment	
  in	
  time	
  to	
  develop	
  videos	
  in	
  the	
  response:	
  	
  
I	
  used	
  video	
  a	
  few	
  times	
  several	
  years	
  ago.	
  I	
  found	
  that	
  although	
  it	
  was	
  very	
  
useful,	
  it	
  essentially	
  became	
  more	
  trouble	
  than	
  its	
  value.	
  If	
  there	
  was	
  a	
  
method/program/system	
  or	
  something	
  in	
  place	
  to	
  make	
  creation	
  of	
  simple	
  
lecture	
  videos	
  an	
  easy	
  task,	
  I	
  would	
  use	
  it.	
  	
  (RQ	
  1,	
  4).	
  
The	
  complete	
  set	
  of	
  open-­‐ended	
  reflection	
  responses	
  are	
  in	
  Appendix	
  B.	
  	
  Reading	
  
through	
  these	
  responses	
  all	
  together	
  may	
  provide	
  a	
  window	
  on	
  the	
  many	
  voices	
  and	
  
themes	
  in	
  discussion	
  among	
  instructors	
  teaching	
  online	
  courses.	
  

	
  

	
  
77	
  

	
  

	
  

CHAPTER	
  5	
  
DISCUSSION	
  
	
  

The	
  purpose	
  of	
  this	
  exploratory	
  study	
  was	
  to	
  investigate	
  faculty	
  use	
  and	
  

perceptions	
  of	
  video	
  in	
  online	
  higher	
  education	
  courses.	
  	
  This	
  chapter	
  provides	
  a	
  
summary	
  of	
  the	
  study,	
  discussion	
  of	
  the	
  results	
  for	
  each	
  research	
  question,	
  
limitations	
  for	
  the	
  study,	
  and	
  concludes	
  with	
  narratives	
  on	
  implications	
  for	
  theory,	
  
research,	
  and	
  practice.	
  	
  
Summary	
  of	
  the	
  Study	
  
	
  

The	
  purpose	
  of	
  this	
  study	
  was	
  to	
  use	
  an	
  exploratory	
  cross-­‐sectional	
  research	
  

survey	
  to	
  determine	
  how	
  instructors	
  are	
  using	
  video	
  in	
  their	
  online	
  courses	
  and	
  
their	
  perceptions	
  of	
  how	
  those	
  videos	
  enhance	
  the	
  course.	
  	
  Specifically,	
  this	
  study	
  
provided	
  a	
  breakdown	
  of	
  the	
  types	
  of	
  videos	
  used	
  into	
  four	
  categories:	
  instructor-­‐
created,	
  third	
  party,	
  student-­‐created,	
  and	
  synchronous	
  video.	
  	
  	
  The	
  overarching	
  goal	
  
of	
  this	
  research	
  survey	
  was	
  to	
  collect	
  data	
  to	
  better	
  understand	
  how	
  and	
  why	
  video	
  
is	
  being	
  used	
  and	
  if	
  there	
  are	
  any	
  commonly	
  identified	
  barriers.	
  	
  To	
  explore	
  the	
  
faculty	
  use	
  and	
  perceptions	
  of	
  video	
  five	
  research	
  questions	
  were	
  formulated	
  for	
  
examination:	
  
RQ1:	
  How	
  does	
  the	
  frequency	
  and	
  type	
  of	
  video	
  (instructor-­‐created,	
  third	
  party	
  
created,	
  student-­‐created,	
  and	
  synchronous)	
  use	
  vary	
  across	
  different	
  online	
  
courses?	
  
RQ2:	
  How	
  do	
  instructors	
  perceive	
  the	
  pedagogical	
  value	
  of	
  different	
  types	
  of	
  
video	
  (instructor-­‐created,	
  third	
  party	
  created)	
  in	
  their	
  online	
  course?	
  

	
  

	
  
78	
  

	
  

RQ3:	
  How	
  do	
  instructors	
  perceive	
  the	
  effect	
  of	
  online	
  video	
  on	
  student	
  
engagement	
  in	
  their	
  course?	
  
RQ4:	
  What	
  are	
  the	
  key	
  factors	
  influencing	
  an	
  instructors’	
  decision	
  to	
  create	
  
videos	
  for	
  their	
  online	
  course?	
  
a. What	
  barriers	
  to	
  video	
  use	
  do	
  instructors	
  report?	
  
b. How	
  does	
  institutional	
  support	
  influence	
  instructors’	
  creation	
  of	
  online	
  
video?	
  
RQ5:	
  How	
  does	
  instructor	
  age,	
  experience	
  and	
  subject	
  domain	
  relate	
  to	
  video	
  
use	
  in	
  their	
  online	
  course?	
  
Discussion	
  of	
  Results	
  
	
  

The	
  following	
  section	
  discusses	
  the	
  results	
  of	
  the	
  survey	
  and	
  data	
  analysis	
  in	
  

terms	
  of	
  each	
  research	
  question.	
  	
  Overall,	
  the	
  results	
  of	
  this	
  study	
  suggest	
  that	
  the	
  
majority	
  of	
  instructors	
  believe	
  that	
  online	
  video	
  increased	
  the	
  overall	
  quality	
  and	
  
student	
  engagement	
  in	
  their	
  online	
  courses	
  and	
  plan	
  to	
  increase	
  the	
  amount	
  of	
  
video	
  used	
  in	
  their	
  courses.	
  Each	
  of	
  the	
  five	
  research	
  questions	
  are	
  explored	
  in	
  order	
  
providing	
  in-­‐depth	
  discussion	
  on	
  how	
  the	
  results	
  of	
  the	
  survey	
  data	
  are	
  interpreted	
  
to	
  answer	
  each	
  question	
  posed.	
  	
  
Research	
  Question	
  1:	
  	
  
	
  

How	
  does	
  the	
  frequency	
  and	
  type	
  of	
  video	
  (instructor-­‐created,	
  third	
  party	
  

created,	
  student-­‐created,	
  and	
  synchronous)	
  use	
  vary	
  across	
  different	
  online	
  
courses?	
  
	
  

Descriptive	
  data	
  provided	
  the	
  most	
  general	
  answer	
  to	
  this	
  Research	
  Question	
  

1	
  showing	
  considerable	
  variability	
  in	
  the	
  use	
  of	
  the	
  four	
  video	
  categories.	
  	
  Third-­‐

	
  

	
  
79	
  

	
  

party	
  video	
  was	
  the	
  most	
  common	
  type	
  of	
  online	
  video	
  used,	
  with	
  75%	
  of	
  
instructors	
  using	
  third	
  party	
  video	
  at	
  least	
  once	
  in	
  their	
  course.	
  	
  Instructor-­‐created	
  
videos	
  were	
  used	
  by	
  41%	
  of	
  the	
  instructors,	
  followed	
  by	
  student-­‐created	
  video	
  
(13%)	
  and	
  synchronous	
  video	
  (8%)	
  as	
  the	
  least	
  used	
  video	
  type.	
  	
  The	
  results	
  
indicated	
  the	
  relative	
  infrequency	
  of	
  the	
  other	
  two	
  types	
  of	
  video	
  (student-­‐created,	
  
and	
  synchronous).	
  	
  The	
  use	
  of	
  student-­‐created	
  videos,	
  although	
  infrequent,	
  does	
  
occur	
  more	
  often	
  in	
  some	
  academic	
  units	
  as	
  discussed	
  later.	
  The	
  limited	
  use	
  of	
  
synchronous	
  video	
  for	
  such	
  purposes	
  as	
  face-­‐to-­‐face	
  discussions	
  and	
  office	
  hours	
  
suggests	
  the	
  need	
  to	
  consider	
  the	
  relative	
  value	
  of	
  synchronous	
  meetings	
  where	
  
students	
  and	
  instructors	
  may	
  find	
  it	
  difficult	
  to	
  schedule	
  such	
  meetings.	
  One	
  
instructor	
  commented:	
  
I	
  offer	
  to	
  Skype	
  with	
  anyone	
  in	
  the	
  course	
  to	
  get	
  to	
  know	
  the	
  participants	
  
better	
  and	
  to	
  provide	
  a	
  platform	
  to	
  explain	
  difficult	
  concepts	
  face-­‐to-­‐face.	
  My	
  
experience	
  now	
  over	
  5	
  classes	
  and	
  around	
  50	
  students	
  is	
  that	
  less	
  than	
  10%	
  
are	
  interested	
  in	
  doing	
  this.	
  
Teaching	
  experiences	
  similar	
  to	
  this	
  experience	
  may	
  account	
  for	
  the	
  relatively	
  low	
  
use	
  of	
  synchronous	
  video.	
  
	
  

To	
  better	
  understand	
  the	
  data	
  on	
  frequency	
  of	
  use	
  of	
  the	
  four	
  types	
  of	
  video,	
  

the	
  courses	
  were	
  grouped	
  in	
  the	
  four	
  major	
  academic	
  units.	
  	
  A	
  repeated	
  measures	
  
analysis	
  of	
  variance	
  indicated	
  statistically	
  significant	
  differences	
  among	
  the	
  types	
  of	
  
video	
  used	
  across	
  the	
  major	
  academic	
  units.	
  	
  
	
  

The	
  first	
  research	
  question	
  also	
  asked	
  how	
  the	
  frequency	
  of	
  video	
  use	
  varies	
  

across	
  online	
  courses.	
  	
  The	
  results	
  showed	
  that	
  the	
  largest	
  proportion	
  of	
  use	
  was	
  

	
  

	
  
80	
  

	
  

about	
  every	
  two	
  to	
  four	
  weeks	
  (30.6%).	
  	
  The	
  next	
  highest	
  proportion	
  usage	
  was	
  also	
  
the	
  most	
  frequent	
  of	
  every	
  week	
  (19.4%)	
  followed	
  by	
  almost	
  every	
  week	
  (18.4%)	
  
and	
  about	
  every	
  other	
  week	
  (14.3%).	
  	
  These	
  results	
  provided	
  a	
  picture	
  of	
  the	
  
considerable	
  variability	
  in	
  the	
  timing	
  of	
  use	
  of	
  video	
  across	
  the	
  duration	
  of	
  the	
  
online	
  courses.	
  The	
  correlational	
  analysis	
  revealed	
  that	
  there	
  were	
  some	
  internal	
  
positive	
  relationships	
  between	
  the	
  frequency	
  uses	
  of	
  different	
  types	
  of	
  video.	
  	
  One	
  of	
  
the	
  significant	
  relationships	
  was	
  between	
  the	
  frequency	
  of	
  instructor-­‐created	
  video	
  
and	
  student-­‐created	
  video.	
  	
  	
  The	
  correlation	
  between	
  how	
  frequently	
  instructors	
  
created	
  and	
  used	
  their	
  own	
  videos	
  and	
  the	
  frequency	
  with	
  which	
  they	
  required	
  
students	
  to	
  create	
  and	
  contribute	
  video	
  is	
  intriguing,	
  possibly	
  reflecting	
  the	
  
instructors'	
  belief	
  in	
  the	
  value	
  of	
  making	
  one's	
  own	
  videos	
  and	
  may	
  reflect	
  the	
  
greater	
  perceived	
  value	
  of	
  this	
  activity	
  in	
  two	
  academic	
  units	
  focused	
  on	
  
communication	
  and	
  teaching.	
  	
  The	
  other	
  internal	
  relationship	
  discovered	
  was	
  the	
  
positive	
  relationship	
  between	
  frequency	
  of	
  student-­‐created	
  and	
  synchronous	
  video.	
  	
  	
  
Research	
  Question	
  2:	
  	
  
	
  

How	
  do	
  instructors	
  perceive	
  the	
  pedagogical	
  value	
  of	
  different	
  types	
  of	
  video	
  

(instructor-­‐created,	
  third	
  party	
  created,	
  and	
  synchronous)	
  in	
  their	
  online	
  course?	
  
	
  

The	
  second	
  research	
  question	
  focused	
  on	
  online	
  instructors	
  perceptions	
  of	
  

the	
  pedagogical	
  value	
  of	
  using	
  instructor-­‐created	
  or	
  third	
  party	
  videos.	
  	
  Overall,	
  the	
  
online	
  instructors’	
  responses	
  indicated	
  a	
  belief	
  that	
  the	
  use	
  of	
  videos	
  had	
  positive	
  
pedagogical	
  value	
  in	
  their	
  course.	
  	
  An	
  indirect	
  measure	
  of	
  instructors'	
  perception	
  of	
  
the	
  value	
  of	
  video	
  is	
  the	
  finding	
  that	
  the	
  frequency	
  of	
  use	
  of	
  the	
  type	
  of	
  video	
  had	
  a	
  
significant	
  positive	
  correlation	
  with	
  the	
  requirement	
  that	
  the	
  students	
  watch	
  the	
  

	
  

	
  
81	
  

	
  

video.	
  	
  This	
  finding	
  is	
  supported	
  by	
  several	
  analyses	
  that	
  look	
  at	
  the	
  use	
  of	
  video	
  
from	
  multiple	
  perspectives.	
  	
  One	
  analysis	
  that	
  contributed	
  to	
  the	
  overall	
  positive	
  
value	
  was	
  the	
  correlation	
  that	
  indicated	
  significantly	
  positive	
  relationships	
  between	
  
the	
  frequency	
  use	
  of	
  the	
  type	
  of	
  video	
  and	
  the	
  requirement	
  level	
  of	
  students	
  to	
  
watch	
  the	
  videos.	
  	
  	
  
	
  

The	
  data	
  also	
  showed	
  the	
  instructors'	
  perceived	
  pedagogical	
  value	
  of	
  

instructor-­‐created	
  videos	
  by	
  virtue	
  of	
  their	
  reported	
  use	
  as	
  either	
  course	
  lectures	
  or	
  
demonstrations.	
  	
  The	
  main	
  purposes	
  of	
  third	
  party	
  videos	
  were	
  identified	
  as	
  
supplemental	
  course	
  material	
  (56.8%)	
  and	
  primary	
  course	
  material	
  (40.5%).	
  	
  Both	
  
of	
  these	
  video	
  types	
  focused	
  on	
  content	
  delivery	
  in	
  the	
  online	
  courses.	
  	
  
	
  

Responses	
  revealed	
  an	
  overall	
  perception	
  that	
  the	
  use	
  of	
  instructor-­‐created	
  

video	
  increased	
  course	
  quality,	
  student	
  learning,	
  social	
  presence,	
  and	
  understanding	
  
of	
  complex	
  concepts.	
  	
  Instructors	
  also	
  agreed	
  that	
  third-­‐party	
  videos	
  increased	
  the	
  
overall	
  quality	
  of	
  the	
  course,	
  student	
  learning,	
  and	
  understanding	
  of	
  complex	
  
concepts.	
  	
  
	
  

Overall	
  these	
  findings	
  are	
  consistent	
  with	
  the	
  results	
  of	
  prior	
  research	
  

showing	
  that	
  the	
  use	
  of	
  third	
  party	
  videos	
  can	
  enhance	
  the	
  learning	
  opportunities	
  
and	
  can	
  provide	
  students	
  with	
  a	
  variety	
  of	
  perspectives	
  on	
  course	
  content	
  (Greene	
  &	
  
Crespi,	
  2012).	
  	
  The	
  results	
  of	
  faculty	
  perceptions	
  that	
  using	
  third	
  party	
  videos	
  
increases	
  student	
  learning	
  of	
  complex	
  concepts	
  supports	
  the	
  theoretical	
  concept	
  of	
  
compression	
  of	
  expertise	
  (Hoffman,	
  2014).	
  Other	
  researchers	
  have	
  suggested	
  that	
  
providing	
  varieties	
  of	
  cases	
  for	
  students	
  to	
  view	
  and	
  by	
  providing	
  students	
  with	
  
opportunities	
  to	
  interact	
  with	
  the	
  video	
  in	
  a	
  hypermedia	
  setting	
  in	
  which	
  they	
  can	
  

	
  

	
  
82	
  

	
  

interact	
  with	
  the	
  information	
  as	
  they	
  prefer	
  to	
  allow	
  for	
  potentially	
  deeper	
  levels	
  of	
  
understanding	
  (Palincsar	
  et	
  al.,	
  2007).	
  	
  
	
  

The	
  perception	
  of	
  pedagogical	
  value	
  was	
  further	
  illustrated	
  by	
  some	
  open-­‐

ended	
  reflection	
  responses	
  to	
  the	
  survey.	
  	
  Support	
  for	
  the	
  positive	
  perception	
  of	
  the	
  
use	
  of	
  video	
  can	
  be	
  seen	
  in	
  this	
  reflection	
  response:	
  	
  
Student	
  feedback	
  has	
  been	
  exceptionally	
  gratifying.	
  	
  They	
  claim	
  to	
  have	
  
learned	
  more,	
  to	
  have	
  viewed	
  movies	
  they	
  have	
  seen	
  previously	
  in	
  a	
  
completely	
  new	
  light	
  as	
  they	
  analyzed	
  the	
  characters	
  communication	
  
strategies,	
  and	
  to	
  request	
  to	
  sign	
  up	
  for	
  other	
  courses	
  I	
  teach.	
  
Other	
  reflection	
  responses	
  mention	
  the	
  value	
  of	
  using	
  videos	
  to	
  provide	
  a	
  new	
  
perspective	
  or	
  detail	
  that	
  can	
  go	
  beyond	
  “traditional”	
  course	
  material.	
  	
  (See	
  
Appendix	
  B.)	
  	
  
	
  

The	
  findings	
  on	
  future	
  plans	
  of	
  video	
  use	
  indicated	
  the	
  positive	
  pedagogical	
  

value	
  perceived	
  by	
  instructors.	
  The	
  majority	
  of	
  respondents	
  indicated	
  they	
  plan	
  to	
  
increase	
  the	
  amount	
  of	
  videos	
  used	
  in	
  their	
  course	
  over	
  the	
  next	
  one	
  to	
  two	
  years	
  
and	
  many	
  also	
  plan	
  to	
  include	
  student-­‐created	
  videos.	
  	
  In	
  all,	
  the	
  survey	
  results	
  
indicated	
  that	
  online	
  instructors	
  perceived	
  video	
  use	
  to	
  have	
  positive	
  pedagogical	
  
value	
  with	
  plans	
  to	
  increase	
  the	
  use	
  of	
  video	
  in	
  future	
  course	
  offerings.	
  	
  	
  
Research	
  Question	
  3:	
  	
  
	
  

How	
  do	
  instructors	
  perceive	
  the	
  effect	
  of	
  online	
  video	
  on	
  student	
  

engagement	
  in	
  their	
  course?	
  
	
  

Instructors	
  reported	
  that	
  both	
  instructor-­‐created	
  and	
  third	
  party	
  videos	
  

were	
  perceived	
  as	
  having	
  increased	
  student	
  engagement	
  in	
  the	
  course.	
  The	
  mean	
  

	
  

	
  
83	
  

	
  

agreement	
  that	
  third	
  party	
  videos	
  increased	
  student	
  engagement	
  was	
  higher	
  than	
  
the	
  agreement	
  that	
  instructor-­‐created	
  video	
  increased	
  student	
  engagement	
  in	
  the	
  
course.	
  	
  The	
  difference	
  between	
  the	
  two	
  video	
  type	
  categories	
  was	
  found	
  to	
  be	
  
statistically	
  significant	
  at	
  the	
  p<.05	
  level	
  through	
  a	
  one-­‐sample	
  t-­‐test	
  using	
  a	
  95%	
  CI.	
  	
  
Why	
  third	
  party	
  videos	
  were	
  perceived	
  as	
  increasing	
  student	
  engagement	
  more	
  
than	
  instructor-­‐created	
  videos	
  is	
  unknown.	
  
	
  

The	
  main	
  use	
  of	
  third	
  party	
  videos	
  was	
  identified	
  as	
  primary	
  course	
  content	
  

and	
  supplemental	
  course	
  content,	
  which	
  was	
  similar	
  to	
  the	
  primary	
  purpose	
  of	
  
instructor-­‐created	
  video	
  as	
  mini	
  lectures	
  and	
  demonstrations.	
  	
  The	
  use	
  of	
  online	
  
video	
  to	
  supplement	
  or	
  accompany	
  traditional	
  text	
  based	
  course	
  information	
  
supports	
  the	
  findings	
  of	
  previous	
  research	
  literature	
  that	
  cite	
  using	
  video	
  can	
  create	
  
a	
  wider	
  array	
  of	
  experiences	
  that	
  enhance	
  overall	
  course	
  quality	
  (Koumi,	
  2006).	
  	
  
These	
  findings	
  also	
  support	
  research	
  that	
  using	
  videos	
  in	
  an	
  online	
  course	
  to	
  create	
  
various	
  activities,	
  learning	
  experiences,	
  or	
  other	
  course	
  related	
  tasks	
  increased	
  the	
  
student’s	
  intrinsic	
  motivation	
  in	
  the	
  course	
  (Merkt	
  et	
  al.,	
  2011).	
  	
  	
  
	
  

The	
  open	
  reflection	
  responses	
  further	
  supported	
  this	
  finding	
  as	
  seen	
  in	
  one	
  

respondent’s	
  comment:	
  “Third-­‐party	
  video.	
  	
  Integration	
  of	
  resources	
  beyond	
  the	
  
textbook	
  helps	
  to	
  deepen	
  the	
  learning	
  process.	
  	
  This	
  allows	
  for	
  more	
  student	
  
interaction	
  in	
  group	
  discussions	
  as	
  well	
  as	
  student	
  engagement	
  throughout	
  the	
  
course”.	
  
	
  

The	
  finding	
  that	
  respondents	
  perceived	
  the	
  use	
  of	
  instructor-­‐created	
  video	
  

increased	
  their	
  social	
  presence	
  in	
  their	
  course	
  which	
  is	
  consistent	
  with	
  previous	
  
research	
  by	
  (Borup	
  et	
  al.,	
  2012)	
  on	
  the	
  use	
  of	
  videos	
  to	
  increase	
  the	
  social	
  presence	
  

	
  

	
  
84	
  

	
  

in	
  an	
  online	
  course	
  and	
  subsequent	
  student	
  satisfaction.	
  The	
  respondents	
  also	
  
reported	
  that	
  the	
  majority	
  agreed	
  that	
  third	
  party	
  videos	
  increased	
  the	
  social	
  
presence	
  as	
  well.	
  	
  It	
  is	
  not	
  clear	
  why	
  respondents	
  indicated	
  third	
  part	
  videos	
  
increased	
  social	
  presence	
  in	
  the	
  course.	
  	
  A	
  possible	
  explanation	
  may	
  be	
  the	
  
perception	
  of	
  using	
  video	
  to	
  make	
  the	
  course	
  more	
  “lively”	
  even	
  though	
  the	
  people	
  
present	
  in	
  the	
  videos	
  are	
  not	
  actually	
  part	
  of	
  the	
  course.	
  	
  
	
  

The	
  majority	
  of	
  respondents	
  agreed	
  that	
  the	
  use	
  of	
  instructor-­‐created	
  and	
  

third	
  party	
  video	
  increased	
  the	
  overall	
  quality	
  of	
  the	
  course,	
  consistent	
  with	
  
previous	
  research	
  on	
  the	
  use	
  of	
  video	
  to	
  increase	
  social	
  presence	
  creating	
  a	
  positive	
  
effect	
  on	
  the	
  perceived	
  course	
  quality	
  and	
  satisfaction	
  (Choi	
  &	
  Johnson,	
  2005;	
  
Richardson	
  &	
  Swan,	
  2003;	
  Rose,	
  2009).	
  
	
  

This	
  study	
  also	
  looked	
  at	
  the	
  average	
  length	
  of	
  videos	
  used	
  in	
  the	
  courses.	
  

The	
  majority	
  of	
  the	
  third	
  party	
  videos	
  used	
  averaged	
  between	
  3	
  to	
  5	
  minutes,	
  and	
  
majority	
  of	
  instructor-­‐created	
  videos	
  averaged	
  between	
  5	
  to	
  10	
  minutes	
  in	
  length.	
  	
  
The	
  reported	
  lengths	
  of	
  videos	
  used	
  by	
  these	
  instructors	
  would	
  seem	
  to	
  be	
  
appropriate	
  in	
  view	
  of	
  research	
  suggesting	
  shorter	
  video	
  segments	
  (less	
  than	
  6	
  
minutes)	
  are	
  more	
  likely	
  to	
  increase	
  student	
  engagement	
  (Guo	
  et	
  al.,	
  2014;	
  “Video	
  
Best	
  Practices:	
  The	
  Center	
  for	
  Teaching	
  and	
  Learning	
  UNC	
  Charlotte,”	
  2014).	
  	
  The	
  
repeated	
  measures	
  analysis	
  of	
  the	
  average	
  length	
  of	
  video	
  times	
  indicated	
  there	
  was	
  
no	
  statistically	
  significance	
  between	
  the	
  type	
  of	
  videos	
  and	
  the	
  average	
  mean	
  length	
  
reported	
  by	
  instructors.	
  	
  Faculty	
  indicated	
  that	
  the	
  most	
  used	
  video	
  production	
  
element	
  in	
  their	
  instructor-­‐created	
  videos	
  was	
  the	
  “talking	
  head”	
  element	
  of	
  them	
  
speaking	
  directly	
  to	
  the	
  camera.	
  	
  This	
  is	
  consistent	
  with	
  previous	
  research	
  that	
  

	
  

	
  
85	
  

	
  

found	
  the	
  “talking	
  head”	
  element	
  one	
  of	
  the	
  most	
  effective	
  elements	
  cited	
  by	
  the	
  Guo	
  
et	
  al.	
  2014	
  article	
  to	
  increase	
  student	
  engagement.	
  	
  
Research	
  Question	
  4:	
  	
  
	
  

What	
  are	
  the	
  key	
  factors	
  influencing	
  an	
  instructors’	
  decision	
  to	
  create	
  videos	
  

for	
  their	
  online	
  course?	
  
a. What	
  barriers	
  to	
  video	
  use	
  do	
  instructors	
  report?	
  
b. How	
  does	
  institutional	
  support	
  influence	
  instructors’	
  creation	
  of	
  online	
  
video?	
  
	
  

Identifying	
  key	
  factors	
  influencing	
  an	
  instructors’	
  decision	
  to	
  create	
  videos	
  

for	
  their	
  online	
  course	
  was	
  the	
  focus	
  of	
  this	
  question,	
  as	
  well	
  as	
  the	
  influence	
  of	
  
barriers	
  and	
  support	
  on	
  video	
  use.	
  Of	
  the	
  100	
  respondents,	
  41	
  reported	
  using	
  
instructor-­‐created	
  video	
  at	
  least	
  once	
  in	
  their	
  online	
  course.	
  	
  The	
  analyses	
  used	
  in	
  
examining	
  this	
  research	
  question	
  drew	
  upon	
  the	
  questions	
  regarding	
  instructor	
  self-­‐
efficacy,	
  combined	
  with	
  questions	
  asked	
  only	
  of	
  those	
  who	
  reported	
  using	
  
instructor-­‐created	
  videos.	
  
	
  

Instructors	
  reported	
  their	
  feelings	
  of	
  self-­‐efficacy	
  in	
  terms	
  of	
  their	
  level	
  of	
  

expertise	
  of	
  video	
  technology	
  (Table	
  13).	
  	
  Overall,	
  faculty	
  reported	
  high	
  ratings	
  of	
  
self-­‐efficacy	
  on	
  creating	
  and	
  sharing	
  video	
  links,	
  and	
  embedding	
  videos	
  into	
  course	
  
environments.	
  	
  However,	
  faculty	
  reported	
  lower	
  ratings	
  on	
  skills	
  that	
  specifically	
  
focused	
  on	
  the	
  creation	
  of	
  video.	
  	
  The	
  use	
  of	
  instructor-­‐created	
  video	
  was	
  
significantly	
  positively	
  correlated	
  with	
  video	
  technology	
  self-­‐efficacy	
  consistent	
  with	
  
previous	
  research	
  on	
  the	
  relationship	
  between	
  technology	
  self-­‐efficacy	
  and	
  the	
  
likelihood	
  that	
  online	
  instructors	
  will	
  use	
  such	
  technologies	
  in	
  their	
  online	
  course	
  

	
  

	
  
86	
  

	
  

(Buchanan	
  et	
  al.,	
  2013;	
  Kagima	
  &	
  Hausafus,	
  2001).	
  	
  While	
  the	
  results	
  indicated	
  a	
  
significant	
  correlation	
  between	
  the	
  use	
  of	
  instructor-­‐created	
  video	
  and	
  video	
  
technology	
  self-­‐efficacy,	
  frequency	
  of	
  use	
  was	
  not	
  correlated	
  with	
  video	
  technology	
  
expertise.	
  	
  	
  
	
  

Prior	
  research	
  indicated	
  there	
  is	
  a	
  strong	
  correlation	
  between	
  how	
  

instructors	
  feel	
  about	
  the	
  use	
  of	
  technology	
  and	
  their	
  likelihood	
  to	
  adapt	
  or	
  use	
  the	
  
technology	
  in	
  their	
  own	
  course	
  (Kim	
  et	
  al.,	
  2013;	
  Russell	
  et	
  al.,	
  2003).	
  	
  The	
  data	
  on	
  
the	
  perceptions	
  of	
  the	
  subset	
  of	
  instructors	
  who	
  reported	
  using	
  instructor-­‐created	
  
video	
  supports	
  these	
  findings,	
  as	
  does	
  the	
  results	
  discussed	
  above	
  for	
  Research	
  
Question	
  2.	
  	
  The	
  findings	
  discussed	
  in	
  Chapter	
  2	
  supports	
  the	
  research	
  on	
  the	
  
correlation	
  between	
  how	
  instructors	
  feel	
  about	
  the	
  technology	
  (video)	
  and	
  the	
  
likelihood	
  of	
  implementation	
  of	
  that	
  video	
  in	
  their	
  online	
  course.	
  This	
  finding	
  
suggests	
  that	
  one	
  of	
  the	
  key	
  factors	
  in	
  choosing	
  to	
  use	
  instructor-­‐created	
  videos	
  is	
  
the	
  perception	
  that	
  using	
  this	
  type	
  of	
  video	
  has	
  a	
  positive	
  effect	
  on	
  the	
  online	
  course	
  
experience.	
  	
  
	
  

The	
  open-­‐ended	
  reflection	
  responses	
  to	
  the	
  use	
  of	
  instructor-­‐created	
  videos	
  

provide	
  a	
  window	
  on	
  instructors'	
  views	
  about	
  the	
  relationship	
  between	
  perception	
  
of	
  value	
  and	
  use:	
  	
  
I	
  use	
  video	
  in	
  a	
  number	
  of	
  ways	
  in	
  the	
  course:	
  1.	
  I	
  record	
  short	
  (less	
  than	
  a	
  
minute)	
  mini-­‐lectures	
  that	
  generally	
  frame	
  a	
  unit	
  for	
  the	
  student	
  2.	
  I	
  use	
  my	
  
iPhone	
  to	
  capture	
  short	
  (less	
  than	
  a	
  minute)	
  "expert	
  lectures"	
  that	
  I	
  add	
  to	
  
the	
  course	
  3.	
  I	
  have	
  also	
  recorded	
  Skype	
  interviews	
  with	
  experts	
  who	
  
reinforce	
  the	
  material	
  in	
  the	
  course	
  or	
  add	
  to	
  it.	
  

	
  

	
  
87	
  

	
  

Responses	
  like	
  the	
  one	
  above	
  support	
  the	
  view	
  that	
  whether	
  an	
  instructor	
  feels	
  
positively	
  about	
  the	
  technology	
  and	
  the	
  perceived	
  pedagogical	
  value	
  are	
  key	
  factors	
  
in	
  the	
  decision	
  to	
  use	
  video	
  in	
  their	
  online	
  course.	
  	
  	
  
	
  

Barriers.	
  Given	
  the	
  overall	
  finding	
  that	
  instructors	
  in	
  online	
  courses	
  perceive	
  

added	
  value	
  from	
  the	
  use	
  of	
  video,	
  it	
  is	
  important	
  to	
  understand	
  these	
  instructors'	
  
perceptions	
  of	
  barriers	
  that	
  may	
  prevent	
  or	
  impede	
  the	
  production	
  and	
  
development	
  of	
  instructor-­‐created	
  online	
  videos.	
  Online	
  teaching	
  is	
  a	
  complex	
  task	
  
with	
  many	
  skill	
  and	
  knowledge	
  requirements	
  that	
  differ	
  from	
  traditional	
  face-­‐to-­‐
face	
  teaching	
  environments	
  that	
  can	
  be	
  time	
  consuming	
  (Bolliger	
  &	
  Wasilik,	
  2009).	
  
Although	
  instructors	
  reported	
  fairly	
  high	
  self-­‐efficacy	
  of	
  using	
  online	
  video	
  
technology,	
  they	
  reported	
  less	
  self-­‐efficacy	
  when	
  asked	
  about	
  more	
  technical	
  skill	
  
areas	
  needed	
  for	
  creating	
  videos.	
  	
  Specifically,	
  faculty	
  felt	
  they	
  had	
  lower	
  skill	
  levels	
  
in	
  editing	
  video,	
  capturing	
  a	
  screencast,	
  and	
  using	
  the	
  built-­‐in	
  video	
  tools	
  available	
  
in	
  Canvas	
  the	
  CMS.	
  	
  Other	
  research	
  on	
  self-­‐efficacy	
  using	
  technology	
  (Abbitt,	
  2011)	
  
suggests	
  that	
  if	
  online	
  faculty	
  do	
  not	
  feel	
  they	
  have	
  the	
  right	
  level	
  of	
  skill	
  or	
  
knowledge	
  to	
  create	
  videos,	
  they	
  may	
  choose	
  not	
  to.	
  	
  Open-­‐ended	
  reflection	
  
questions	
  touched	
  on	
  areas	
  of	
  desired	
  skill	
  development	
  as	
  indicated	
  by	
  one	
  
respondent	
  who	
  commented:	
  “I	
  welcome	
  training	
  on	
  recording	
  and	
  editing."	
  The	
  
lack	
  of	
  skill	
  or	
  experience	
  becomes	
  an	
  identifiable	
  barrier	
  to	
  producing	
  videos	
  in	
  
online	
  course.	
  	
  
	
  

Time	
  is	
  also	
  a	
  crucial	
  component	
  in	
  the	
  development	
  process	
  of	
  instructor-­‐

created	
  videos.	
  	
  The	
  majority	
  of	
  instructors	
  who	
  created	
  their	
  own	
  video	
  planned	
  
and	
  created	
  the	
  videos	
  prior	
  to	
  the	
  start	
  of	
  the	
  online	
  course,	
  though	
  one	
  quarter	
  of	
  

	
  

	
  
88	
  

	
  

respondents	
  indicated	
  that	
  they	
  created	
  videos	
  both	
  prior	
  and	
  during	
  the	
  facilitation	
  
of	
  the	
  online	
  course.	
  	
  The	
  discrepancy	
  between	
  those	
  who	
  develop	
  videos	
  prior	
  to,	
  
and	
  those	
  who	
  develop	
  videos	
  during	
  the	
  course	
  suggests	
  that	
  helping	
  faculty	
  plan	
  
ahead	
  may	
  reduce	
  time	
  as	
  a	
  barrier	
  to	
  video	
  creation.	
  	
  
	
  

Research	
  comparing	
  the	
  reported	
  time	
  pressures	
  of	
  face-­‐to-­‐face	
  and	
  online	
  

instructors	
  further	
  supports	
  the	
  conclusion	
  that	
  development	
  time	
  is	
  a	
  barrier	
  felt	
  
especially	
  keenly	
  by	
  online	
  instructors.	
  	
  The	
  results	
  of	
  the	
  survey	
  indicated	
  that	
  
instructors	
  believe	
  the	
  time	
  they	
  invested	
  in	
  teaching	
  online	
  was	
  significantly	
  more	
  
versus	
  face-­‐to-­‐face	
  courses.	
  	
  Less	
  than	
  20	
  percent	
  of	
  respondents	
  indicated	
  that	
  
teaching	
  online	
  requires	
  same	
  amount	
  of	
  time	
  as	
  face-­‐to-­‐face	
  courses.	
  	
  These	
  
findings	
  were	
  further	
  supported	
  by	
  comments	
  left	
  as	
  part	
  of	
  the	
  open-­‐ended	
  
sections	
  of	
  the	
  survey	
  that	
  encouraged	
  respondents	
  to	
  leave	
  a	
  comment	
  on	
  their	
  
reflection	
  of	
  using	
  video	
  in	
  their	
  online	
  course.	
  	
  Several	
  respondents	
  indicated	
  that	
  
teaching	
  online	
  courses	
  takes	
  a	
  significant	
  amount	
  of	
  time	
  and	
  energy	
  and	
  that	
  it	
  
would	
  be	
  helpful	
  if	
  there	
  were	
  some	
  “guide”	
  or	
  other	
  resource	
  they	
  could	
  use.	
  	
  This	
  
is	
  highlighted	
  by	
  one	
  respondent’s	
  comment:	
  
I	
  think	
  more	
  professional	
  development	
  is	
  needed	
  to	
  teach	
  professors	
  how	
  to	
  
create	
  good	
  quality	
  educational	
  videos	
  that	
  are	
  centered	
  around	
  the	
  learners	
  
and	
  student	
  learning	
  outcomes.	
  I	
  had	
  to	
  learn	
  how	
  to	
  do	
  this	
  on	
  my	
  own	
  -­‐	
  
reading	
  many,	
  many	
  research	
  articles,	
  books,	
  and	
  professional	
  tutorials.	
  I	
  
think	
  more	
  training	
  is	
  needed	
  to	
  help	
  others.	
  

	
  

	
  
89	
  

	
  

Other	
  respondents	
  also	
  made	
  comments	
  they	
  would	
  like	
  to	
  have	
  training	
  or	
  a	
  
“space”	
  for	
  new	
  online	
  instructors	
  to	
  practice	
  using	
  the	
  tools	
  and	
  technology	
  needed	
  
to	
  create	
  and	
  share	
  video	
  in	
  their	
  online	
  course.	
  
	
  

Institutional	
  support.	
  Many	
  higher	
  education	
  institutions	
  have	
  designated	
  a	
  

unit,	
  either	
  centrally	
  or	
  within	
  the	
  various	
  colleges,	
  to	
  assist	
  instructors	
  and	
  
programs	
  on	
  the	
  development	
  of	
  online	
  courses.	
  	
  The	
  university	
  in	
  which	
  this	
  
research	
  survey	
  was	
  conducted	
  has	
  a	
  centrally	
  located	
  Online	
  Learning	
  Center	
  
(OLC)	
  that	
  provides	
  assistance	
  and	
  instructional	
  designers	
  to	
  work	
  with	
  faculty	
  on	
  
the	
  development	
  of	
  online	
  courses.	
  	
  To	
  investigate	
  how	
  this	
  support	
  may	
  influence	
  
the	
  instructors’	
  creation	
  of	
  video	
  the	
  survey	
  collected	
  data	
  on	
  how	
  respondents	
  felt	
  
about	
  the	
  support	
  services	
  offered,	
  and	
  what	
  services	
  were	
  most	
  important.	
  	
  The	
  
data	
  analyses	
  indicated	
  that	
  instructors	
  reported	
  that	
  they	
  received	
  adequate	
  
support	
  in	
  basic	
  course	
  development	
  time,	
  instructional	
  design	
  resources,	
  and	
  
technical	
  support	
  for	
  Canvas	
  (CMS).	
  Two	
  areas	
  of	
  support	
  from	
  the	
  OLC	
  that	
  
instructors	
  reported	
  higher	
  levels	
  of	
  disagreement	
  was	
  with	
  professional	
  
development,	
  while	
  most	
  agreed	
  that	
  they	
  did	
  receive	
  adequate	
  support	
  in	
  this	
  area,	
  
over	
  a	
  quarter	
  of	
  respondents	
  disagreed.	
  	
  Video	
  production	
  assistance	
  was	
  another	
  
support	
  area	
  indicated	
  to	
  have	
  been	
  lower	
  than	
  desired	
  by	
  instructors.	
  	
  These	
  
findings	
  support	
  the	
  previous	
  statements	
  that	
  skill	
  development	
  and	
  time	
  are	
  key	
  
barriers	
  to	
  creating	
  videos	
  identified	
  by	
  online	
  instructors.	
  	
  The	
  respondents	
  
indicated	
  that	
  although	
  they	
  felt	
  they	
  received	
  adequate	
  development	
  time	
  and	
  
resources	
  to	
  create	
  the	
  online	
  course	
  itself,	
  they	
  feel	
  an	
  absence	
  in	
  the	
  continued	
  

	
  

	
  
90	
  

	
  

professional	
  development	
  to	
  gain	
  the	
  skill	
  levels	
  desired	
  to	
  make	
  instructor-­‐created	
  
videos.	
  	
  	
  
	
  

When	
  asked	
  to	
  rank	
  five	
  areas	
  of	
  support,	
  respondents	
  indicated	
  that	
  course	
  

development	
  time	
  was	
  the	
  most	
  important,	
  followed	
  by	
  instructional	
  design	
  
support,	
  professional	
  development	
  in	
  online	
  teaching	
  and	
  learning,	
  online	
  course	
  
CMS	
  training,	
  and	
  video	
  production	
  training.	
  The	
  frequency	
  in	
  which	
  support	
  was	
  
sought	
  from	
  the	
  OLC	
  is	
  of	
  interest	
  when	
  considering	
  instructors’	
  reported	
  need	
  for	
  
support.	
  	
  Analyses	
  indicated	
  that	
  just	
  under	
  a	
  third	
  of	
  faculty	
  rarely	
  seek	
  support,	
  
25.3%	
  seek	
  support	
  less	
  than	
  once	
  per	
  term,	
  while	
  40%	
  reach	
  out	
  for	
  support	
  at	
  
least	
  once	
  per	
  term	
  or	
  semester.	
  	
  Other	
  factors	
  of	
  institutional	
  support	
  are	
  the	
  
distance	
  of	
  instructors	
  from	
  the	
  main	
  campus.	
  	
  With	
  an	
  international	
  campus	
  
presence	
  it	
  is	
  not	
  surprising	
  that	
  the	
  average	
  distance	
  from	
  campus	
  for	
  instructors	
  is	
  
over	
  700	
  miles	
  away.	
  	
  The	
  instructors	
  also	
  reported	
  that	
  the	
  majority	
  either	
  do	
  not	
  
participate	
  in,	
  or	
  are	
  even	
  aware	
  of	
  the	
  services	
  offered	
  by	
  the	
  main	
  campus’s	
  
reflective	
  learning	
  community.	
  	
  	
  
	
  

Instructors'	
  responses	
  to	
  survey	
  questions	
  and	
  open-­‐ended	
  questions	
  

indicated	
  that	
  key	
  factors	
  to	
  influence	
  their	
  decision	
  to	
  use	
  instructor-­‐created	
  video	
  
were:	
  their	
  perception	
  of	
  the	
  value	
  of	
  adding	
  self	
  made	
  videos,	
  their	
  level	
  of	
  video	
  
technology	
  skills,	
  and	
  the	
  amount	
  of	
  technical	
  and	
  professional	
  development	
  
support	
  they	
  received	
  from	
  the	
  university.	
  The	
  instructors	
  indicated	
  that	
  time	
  and	
  
skill	
  level	
  were	
  the	
  most	
  identified	
  barriers	
  to	
  using	
  self-­‐created	
  videos.	
  	
  
Instructional	
  support	
  was	
  perceived	
  as	
  adequate	
  in	
  overall	
  course	
  development,	
  

	
  

	
  
91	
  

	
  

while	
  instructors	
  indicated	
  they	
  wanted	
  more	
  professional	
  skill	
  development	
  in	
  the	
  
area	
  of	
  video	
  production	
  for	
  online	
  courses.	
  
Research	
  Question	
  5:	
  	
  
	
  

How	
  does	
  instructor	
  age,	
  experience	
  and	
  subject	
  domain	
  relate	
  to	
  video	
  use	
  

in	
  their	
  online	
  course?	
  
	
  

The	
  data	
  collected	
  on	
  age,	
  experience,	
  and	
  subject	
  domain	
  indicated	
  that	
  age,	
  

experience,	
  or	
  subject	
  is	
  related	
  to	
  the	
  type	
  and	
  frequency	
  of	
  video	
  use	
  in	
  online	
  
courses.	
  	
  	
  A	
  strong	
  positive	
  relationship	
  between	
  instructor	
  age	
  and	
  experience,	
  
which	
  is	
  not	
  surprising,	
  given	
  that	
  the	
  older	
  an	
  individual	
  is,	
  the	
  more	
  years	
  of	
  
teaching	
  experience	
  they	
  are	
  likely	
  to	
  have.	
  	
  What	
  is	
  of	
  greater	
  interest	
  is	
  the	
  finding	
  
that	
  the	
  number	
  of	
  online	
  courses	
  taught	
  for	
  the	
  university	
  was	
  also	
  significantly	
  
positively	
  related	
  to	
  the	
  age	
  of	
  the	
  instructor.	
  	
  One	
  might	
  imagine	
  that	
  younger	
  
instructors	
  were	
  more	
  likely	
  to	
  be	
  engaged	
  in	
  online	
  teaching.	
  
	
  

Types	
  of	
  video	
  used.	
  	
  Results	
  of	
  the	
  correlational	
  and	
  multiple	
  regression	
  

analyses	
  indicated	
  that	
  instructor-­‐created	
  and	
  student-­‐created	
  video	
  use	
  was	
  
significantly	
  related	
  to	
  the	
  age	
  of	
  the	
  instructor.	
  	
  The	
  results	
  of	
  these	
  analyses	
  
indicate	
  a	
  negative	
  relationship	
  between	
  age	
  and	
  instructor-­‐created	
  video	
  and	
  
student-­‐created	
  video.	
  	
  This	
  relationship	
  is	
  interpreted	
  to	
  indicate	
  that	
  younger	
  
online	
  instructors	
  have	
  a	
  significantly	
  higher	
  relationship	
  to	
  the	
  use	
  of	
  both	
  
instructor-­‐created	
  and	
  third	
  party	
  videos.	
  	
  Similarly,	
  the	
  significant	
  relationship	
  
between	
  the	
  number	
  of	
  years	
  of	
  higher	
  education	
  experience	
  and	
  the	
  use	
  of	
  student-­‐
created	
  video	
  showed	
  that	
  younger	
  instructors	
  are	
  more	
  often	
  ask	
  students	
  to	
  
create	
  and	
  share	
  videos	
  than	
  older	
  instructors.	
  	
  These	
  results	
  are	
  consistent	
  with	
  

	
  

	
  
92	
  

	
  

previous	
  research	
  on	
  age	
  and	
  technology	
  use	
  that	
  found	
  younger	
  instructors	
  would	
  
be	
  more	
  likely	
  to	
  use	
  technology	
  (Purcell	
  et	
  al.,	
  2013;	
  Russell	
  et	
  al.,	
  2003).	
  	
  The	
  level	
  
of	
  online	
  teaching	
  experience	
  compared	
  to	
  type	
  of	
  video	
  used	
  also	
  supports	
  the	
  
previous	
  research	
  that	
  more	
  online	
  teaching	
  experience	
  means	
  faculty	
  would	
  be	
  
more	
  likely	
  to	
  use	
  technology	
  in	
  their	
  course.	
  	
  
	
  

The	
  subject	
  matter	
  of	
  the	
  course	
  taught	
  was	
  also	
  related	
  to	
  the	
  relative	
  use	
  of	
  

the	
  four	
  types	
  of	
  video.	
  	
  The	
  types	
  of	
  courses,	
  grouped	
  into	
  four	
  academic	
  units,	
  
were	
  significantly	
  related	
  to	
  the	
  types	
  of	
  videos,	
  including	
  the	
  use	
  of	
  instructor-­‐
created	
  video.	
  These	
  findings	
  suggest	
  that	
  the	
  major	
  academic	
  unit	
  has	
  a	
  significant	
  
impact	
  on	
  whether	
  instructor-­‐created	
  video	
  is	
  used	
  in	
  the	
  course.	
  	
  
	
  

Frequency	
  of	
  video	
  use	
  over	
  duration	
  of	
  the	
  course.	
  	
  The	
  reported	
  

frequency	
  or	
  pattern	
  of	
  use	
  of	
  the	
  various	
  video	
  types	
  in	
  terms	
  of	
  how	
  often	
  they	
  
were	
  used	
  (every	
  week,	
  almost	
  every	
  week,	
  every	
  other	
  week,	
  and	
  about	
  every	
  two	
  
to	
  four	
  weeks)	
  indicated	
  that	
  there	
  were	
  no	
  statistically	
  significant	
  relationships.	
  	
  
Although	
  age,	
  experience,	
  and	
  course	
  subject	
  were	
  found	
  to	
  have	
  a	
  significant	
  
relationship	
  with	
  the	
  type	
  of	
  video	
  used,	
  the	
  amount	
  of	
  video	
  use	
  in	
  those	
  courses	
  is	
  
not	
  significantly	
  related.	
  
	
  

	
  

Self-­‐efficacy	
  and	
  TPACK.	
  	
  The	
  TPACK	
  framework	
  provides	
  a	
  model	
  for	
  

determining	
  the	
  intersection	
  between	
  technology	
  knowledge,	
  pedagogical	
  
knowledge,	
  and	
  content	
  knowledge	
  for	
  effective	
  teaching	
  with	
  technology.	
  	
  By	
  
examining	
  the	
  various	
  self-­‐efficacy	
  components	
  of	
  the	
  TPACK	
  model	
  the	
  data	
  
provides	
  a	
  clear	
  picture	
  on	
  the	
  respondents’	
  level	
  of	
  knowledge	
  experience	
  in	
  
relation	
  to	
  teaching	
  their	
  online	
  course.	
  	
  	
  Given	
  the	
  nature	
  of	
  the	
  online	
  course	
  

	
  

	
  
93	
  

	
  

environment	
  and	
  the	
  focus	
  of	
  this	
  research	
  survey,	
  the	
  technology	
  knowledge	
  
sections	
  were	
  split	
  into	
  two	
  sections;	
  one	
  that	
  examined	
  the	
  general	
  technology	
  skill	
  
knowledge	
  of	
  online	
  course	
  elements,	
  and	
  an	
  additional	
  section	
  specifically	
  focused	
  
on	
  online	
  video	
  technology	
  knowledge.	
  	
  	
  
	
  

The	
  survey	
  results	
  indicated	
  that	
  overall	
  the	
  online	
  instructors	
  reported	
  

strong	
  levels	
  of	
  technology,	
  pedagogical,	
  and	
  content	
  knowledge.	
  	
  In	
  the	
  area	
  of	
  
technology	
  knowledge	
  (TK)	
  instructors	
  indicated	
  an	
  overall	
  average	
  agreement	
  that	
  
they	
  are	
  proficient	
  in	
  online	
  technologies.	
  Pedagogical	
  knowledge	
  (PK)	
  self	
  efficacy	
  
indicated	
  very	
  strong	
  agreement	
  reporting	
  faculty	
  feel	
  they	
  know	
  how	
  to	
  teach	
  and	
  
use	
  pedagogical	
  strategies	
  to	
  increase	
  learning	
  and	
  understanding.	
  The	
  combination	
  
of	
  technology	
  knowledge	
  and	
  pedagogical	
  knowledge	
  provides	
  insight	
  into	
  the	
  self-­‐
efficacy	
  of	
  the	
  respondents	
  on	
  using	
  technology	
  to	
  facilitate	
  the	
  pedagogical	
  
strategies	
  of	
  their	
  course.	
  	
  With	
  the	
  individual	
  TK	
  and	
  PK	
  average	
  ratings	
  in	
  
agreement	
  that	
  they	
  have	
  the	
  knowledge	
  to	
  implement	
  technologies	
  that	
  enhance	
  
the	
  teaching	
  and	
  learning	
  in	
  their	
  online	
  course.	
  	
  Finally,	
  content	
  knowledge	
  (CK)	
  
ratings	
  averaged	
  highly	
  in	
  agreement	
  on	
  having	
  sufficient	
  knowledge	
  of	
  their	
  course	
  
subject	
  and	
  implementation	
  strategies	
  to	
  develop	
  enhanced	
  understanding	
  of	
  
course	
  content.	
  	
  	
  
	
  

In	
  summary,	
  using	
  the	
  TPACK	
  model	
  of	
  intersecting	
  domains	
  and	
  the	
  

knowledge	
  experience	
  for	
  each	
  category,	
  the	
  self	
  reported	
  answers	
  support	
  the	
  
previous	
  findings	
  on	
  the	
  perceptions	
  of	
  using	
  video	
  in	
  their	
  online	
  course	
  to	
  enhance	
  
the	
  overall	
  quality,	
  learning,	
  student	
  engagement	
  in	
  their	
  course.	
  	
  Further,	
  as	
  a	
  
measure	
  of	
  effective	
  use	
  of	
  technology	
  in	
  online	
  courses,	
  the	
  results	
  of	
  the	
  self	
  

	
  

	
  
94	
  

	
  

efficacy	
  questions	
  indicate	
  that	
  faculty	
  feel	
  experienced	
  and	
  rate	
  themselves	
  highly	
  
in	
  their	
  technological	
  knowledge,	
  pedagogical	
  knowledge,	
  and	
  content	
  knowledge.	
  	
  
These	
  findings	
  are	
  interpreted	
  to	
  indicate	
  instructors	
  feel	
  they	
  can	
  integrate	
  and	
  use	
  
technology	
  effectively	
  in	
  their	
  online	
  course.	
  
	
  

Using	
  a	
  correlational	
  analyses	
  to	
  investigate	
  the	
  relationships	
  between	
  

instructor	
  age,	
  higher	
  education	
  experience,	
  online	
  teaching	
  experience	
  and	
  self	
  
efficacy	
  of	
  technology	
  knowledge,	
  pedagogical	
  knowledge,	
  and	
  content	
  knowledge	
  
indicated	
  that	
  age	
  and	
  online	
  experience	
  has	
  a	
  significant	
  relationship	
  with	
  certain	
  
areas	
  of	
  self	
  efficacy.	
  The	
  results	
  of	
  the	
  relationship	
  between	
  age	
  and	
  online	
  
technology	
  knowledge	
  support	
  the	
  previous	
  research	
  on	
  age	
  as	
  a	
  predictor	
  of	
  
technology	
  use	
  from	
  (Purcell	
  et	
  al.,	
  2013)	
  that	
  instructors	
  who	
  are	
  younger	
  would	
  
rate	
  themselves	
  “more	
  confident”	
  in	
  the	
  use	
  of	
  new	
  technologies	
  than	
  those	
  who	
  are	
  
older.	
  	
  The	
  data	
  collected	
  and	
  analyzed	
  from	
  this	
  research	
  survey	
  indicated	
  that	
  
each	
  of	
  the	
  self-­‐efficacy	
  statements	
  in	
  the	
  TK	
  section	
  had	
  similar	
  levels	
  of	
  
significantly	
  strong	
  relationships.	
  	
  	
  
	
  

Online	
  teaching	
  experience	
  was	
  found	
  to	
  have	
  significant	
  relationships	
  with	
  

two	
  of	
  the	
  statements	
  in	
  the	
  pedagogical	
  knowledge	
  section	
  of	
  the	
  survey.	
  	
  The	
  areas	
  
of	
  PK	
  that	
  were	
  significantly	
  related	
  to	
  online	
  experience	
  were	
  the	
  ability	
  to	
  adapt	
  
course	
  material	
  for	
  various	
  learning	
  methods,	
  and	
  the	
  familiarity	
  with	
  common	
  
student	
  understanding	
  or	
  misconceptions	
  on	
  course	
  material.	
  In	
  both	
  cases	
  the	
  
relationship	
  indicated	
  that	
  instructors	
  who	
  have	
  fewer	
  years	
  of	
  online	
  experience	
  
agreed	
  more	
  than	
  those	
  who	
  had	
  more	
  experience.	
  	
  As	
  there	
  were	
  no	
  significant	
  
relationships	
  between	
  these	
  PK	
  statements	
  and	
  age,	
  more	
  experienced	
  faculty	
  may	
  

	
  

	
  
95	
  

	
  

disagree	
  with	
  the	
  statement	
  based	
  on	
  personal	
  experience.	
  	
  Online	
  teaching	
  
experience	
  was	
  also	
  shown	
  to	
  have	
  a	
  significant	
  relationship	
  with	
  the	
  TPK	
  
statement	
  on	
  the	
  adaptation	
  of	
  different	
  technologies	
  for	
  various	
  purposes	
  in	
  the	
  
course.	
  	
  Similar	
  to	
  the	
  PK	
  statements,	
  this	
  statement	
  also	
  indicated	
  that	
  instructors	
  
with	
  fewer	
  years	
  of	
  experience	
  in	
  online	
  teaching	
  are	
  more	
  likely	
  to	
  agree	
  with	
  this	
  
statement	
  than	
  those	
  with	
  more	
  experience.	
  	
  This	
  result	
  supports	
  the	
  research	
  on	
  
technology	
  use	
  and	
  experience	
  (Russell	
  et	
  al.,	
  2003)	
  in	
  which	
  the	
  results	
  indicated	
  
that	
  teachers	
  with	
  less	
  experience	
  indicate	
  they	
  are	
  more	
  confident	
  in	
  using	
  
technology	
  than	
  those	
  with	
  more	
  years	
  of	
  experience.	
  	
  	
  
Limitations	
  of	
  the	
  Study	
  
	
  

This	
  exploratory	
  research	
  survey	
  investigated	
  the	
  higher	
  education	
  faculty	
  

uses	
  and	
  perceptions	
  of	
  video	
  in	
  their	
  online	
  course.	
  	
  While	
  this	
  study	
  was	
  able	
  to	
  
collect	
  data	
  on	
  uses	
  and	
  perceptions	
  to	
  further	
  the	
  understanding	
  of	
  video	
  use	
  in	
  
online	
  courses,	
  it	
  is	
  not	
  without	
  limitations.	
  	
  First	
  and	
  foremost,	
  one	
  of	
  the	
  
fundamental	
  limitations	
  of	
  this	
  study	
  was	
  data	
  collection	
  on	
  instructor	
  perceptions.	
  	
  
The	
  perceptions	
  of	
  the	
  respondents	
  constitute	
  a	
  collection	
  of	
  feelings	
  or	
  thoughts	
  
reported	
  by	
  the	
  instructors	
  and	
  do	
  not	
  contain	
  any	
  direct	
  observations.	
  	
  For	
  
example,	
  the	
  perceptions	
  on	
  pedagogical	
  value	
  and	
  effect	
  on	
  engagement	
  report	
  
only	
  what	
  the	
  instructors	
  thought	
  or	
  felt	
  based	
  on	
  their	
  experience,	
  there	
  was	
  no	
  
measurement	
  instrument	
  or	
  data	
  collection	
  on	
  whether	
  or	
  not	
  there	
  actually	
  was	
  
measurable	
  pedagogical	
  value	
  or	
  if	
  the	
  use	
  of	
  videos	
  actually	
  increased	
  student	
  
engagement	
  in	
  the	
  course.	
  	
  	
  Further,	
  this	
  study	
  only	
  asked	
  faculty	
  to	
  self-­‐report	
  their	
  

	
  

	
  
96	
  

	
  

video	
  use,	
  there	
  was	
  no	
  metadata	
  collected	
  from	
  the	
  course	
  management	
  system	
  to	
  
verify	
  the	
  type	
  or	
  frequency	
  of	
  video	
  use	
  in	
  the	
  online	
  courses.	
  	
  
	
  

In	
  addition	
  to	
  the	
  fundamental	
  limitation	
  of	
  capturing	
  instructor	
  perceptions,	
  

this	
  research	
  study	
  was	
  conducted	
  as	
  a	
  single	
  stage	
  cross-­‐sectional	
  survey	
  at	
  one	
  
university,	
  using	
  participants	
  (n=100)	
  from	
  only	
  one	
  academic	
  year	
  (2013	
  –	
  2014).	
  	
  
Therefore	
  any	
  generalizations	
  of	
  the	
  findings	
  and	
  results	
  of	
  this	
  study	
  to	
  the	
  larger	
  
population	
  of	
  online	
  higher	
  education	
  faculty	
  must	
  be	
  done	
  with	
  caution.	
  	
  The	
  final	
  
sample	
  size	
  of	
  the	
  study	
  was	
  large	
  enough	
  to	
  meet	
  the	
  minimum	
  sample	
  size	
  based	
  
on	
  the	
  Table	
  for	
  Determining	
  Minimum	
  Returned	
  Sample	
  Size	
  for	
  a	
  Given	
  Population	
  
Size	
  for	
  Continuous	
  and	
  Categorical	
  Data	
  (Barlett	
  et	
  al.,	
  2001)	
  but	
  was	
  lower	
  than	
  
anticipated	
  and	
  resulted	
  in	
  a	
  response	
  rate	
  of	
  22.3%.	
  	
  	
  
	
  

Another	
  limitation	
  of	
  the	
  study	
  was	
  due	
  to	
  the	
  purposive	
  sampling	
  for	
  the	
  

survey	
  and	
  the	
  potential	
  for	
  self-­‐selection	
  and	
  unknown	
  bias	
  of	
  the	
  instructors	
  into	
  
the	
  sample	
  population	
  representing	
  a	
  non-­‐random	
  sample.	
  	
  In	
  terms	
  of	
  this	
  study	
  it	
  
may	
  be	
  the	
  case	
  that	
  the	
  highly	
  positive	
  use	
  and	
  perceptions	
  of	
  video	
  in	
  online	
  
courses	
  was	
  a	
  result	
  of	
  sample	
  bias	
  of	
  faculty	
  that	
  self	
  selected	
  into	
  the	
  study	
  due	
  to	
  
personal	
  feelings	
  or	
  interest	
  in	
  the	
  survey	
  topic	
  of	
  use	
  of	
  video	
  in	
  online	
  courses.	
  	
  
Because	
  of	
  the	
  unknown	
  bias	
  in	
  the	
  sample,	
  caution	
  must	
  be	
  taken	
  when	
  
generalizing	
  the	
  results	
  of	
  this	
  study	
  to	
  the	
  larger	
  population	
  of	
  higher	
  education	
  
online	
  instructors.	
  	
  	
  
	
  

Additionally,	
  the	
  respondents	
  were	
  primarily	
  adjunct	
  proportion	
  of	
  

instructors,	
  which	
  is	
  not	
  unusual	
  in	
  many	
  institutions,	
  but	
  does	
  limit	
  generalizability	
  
to	
  other	
  institutions	
  that	
  do	
  not	
  share	
  a	
  similar	
  faculty	
  appointment	
  profile.	
  	
  

	
  

	
  
97	
  

	
  

Another	
  limitation	
  related	
  to	
  the	
  sample	
  population	
  is	
  the	
  type	
  of	
  data	
  collection.	
  	
  
The	
  research	
  instrument	
  relied	
  upon	
  survey	
  participants	
  to	
  supply	
  self-­‐reported	
  
retrospective	
  answers	
  about	
  their	
  online	
  teaching	
  experience.	
  	
  	
  The	
  reliance	
  on	
  self-­‐
reported	
  answers	
  supports	
  the	
  limitation	
  of	
  generalizability	
  of	
  the	
  results	
  because	
  
at	
  no	
  time	
  during	
  the	
  study	
  was	
  direct	
  data	
  collected	
  from	
  the	
  actual	
  online	
  courses,	
  
and	
  so	
  there	
  was	
  no	
  mechanism	
  in	
  place	
  to	
  verify	
  the	
  existence	
  or	
  frequency	
  of	
  any	
  
form	
  of	
  video.	
  	
  	
  
	
  

The	
  use	
  of	
  a	
  custom	
  survey	
  instrument	
  to	
  collect	
  the	
  data	
  on	
  video	
  use	
  and	
  

perceptions	
  means	
  that	
  the	
  instrument	
  lacks	
  an	
  established	
  validity	
  and	
  reliability.	
  	
  
The	
  survey	
  instrument	
  was,	
  however	
  developed	
  by	
  using	
  a	
  mixture	
  of	
  components	
  
from	
  existing	
  survey	
  on	
  teacher	
  self	
  efficacy	
  (Schmidt	
  et	
  al.,	
  2009)	
  along	
  with	
  newly	
  
created	
  survey	
  items	
  geared	
  specifically	
  towards	
  collecting	
  data	
  to	
  answer	
  the	
  
research	
  questions.	
  The	
  focus	
  on	
  the	
  four	
  categories	
  of	
  video	
  type	
  used	
  throughout	
  
the	
  survey	
  may	
  be	
  seen	
  as	
  either	
  a	
  contribution	
  to	
  the	
  research	
  literature,	
  or	
  as	
  a	
  
narrowing	
  of	
  focus	
  that	
  limits	
  generalization.	
  With	
  only	
  four	
  categories	
  described	
  it	
  
is	
  entirely	
  possible	
  instructors	
  misinterpreted	
  the	
  descriptions	
  of	
  third	
  party	
  videos.	
  	
  
Third	
  party	
  video	
  category	
  is	
  inherently	
  the	
  most	
  vague	
  video	
  category	
  as	
  it	
  
encompasses	
  all	
  video	
  not	
  created	
  by	
  or	
  for	
  the	
  course	
  specifically.	
  	
  Therefore,	
  
respondents	
  may	
  have	
  felt	
  unsure	
  about	
  how	
  to	
  classify	
  “third	
  party”	
  videos	
  based	
  
on	
  their	
  experience,	
  the	
  definition	
  used	
  in	
  the	
  survey	
  may	
  not	
  have	
  felt	
  accurate	
  to	
  
individuals	
  and	
  therefore	
  may	
  have	
  contributed	
  to	
  limitations	
  on	
  how	
  participants	
  
self-­‐reported	
  their	
  answers	
  to	
  survey	
  questions.	
  	
  

	
  

	
  
98	
  

	
  

	
  

In	
  summary,	
  caution	
  should	
  be	
  taken	
  when	
  generalizing	
  the	
  results	
  and	
  

findings	
  of	
  this	
  exploratory	
  research	
  survey	
  on	
  the	
  use	
  and	
  perceptions	
  of	
  video	
  in	
  
online	
  courses.	
  	
  	
  With	
  the	
  limitations	
  in	
  mind,	
  the	
  study	
  does	
  provide	
  a	
  view	
  of	
  how	
  
videos	
  were	
  being	
  used	
  by	
  higher	
  education	
  instructors	
  in	
  online	
  courses	
  in	
  a	
  large	
  
liberal	
  arts	
  university	
  in	
  the	
  United	
  States	
  during	
  the	
  2013-­‐2014	
  academic	
  year.	
  	
  
Future	
  studies	
  utilizing	
  larger	
  sample	
  populations	
  with	
  refined	
  and	
  validated	
  
instruments	
  from	
  multiple	
  institutions	
  it	
  may	
  shed	
  light	
  on	
  the	
  generalizability	
  of	
  
this	
  study.	
  	
  
Implications	
  for	
  Theory	
  and	
  Practice	
  
	
  

This	
  exploratory	
  research	
  survey	
  gathered	
  data	
  on	
  faculty	
  use	
  and	
  

perceptions	
  of	
  video	
  in	
  online	
  courses.	
  This	
  research	
  study	
  posed	
  five	
  research	
  
questions	
  looking	
  at	
  the	
  frequency	
  and	
  type	
  of	
  videos	
  used,	
  how	
  instructors	
  
perceive	
  the	
  pedagogical	
  value,	
  the	
  effect	
  of	
  video	
  on	
  student	
  engagement,	
  
identification	
  of	
  key	
  factors	
  of	
  video	
  use,	
  and	
  relationships	
  between	
  instructor	
  age,	
  
experience,	
  and	
  subject	
  domain.	
  	
  The	
  results	
  of	
  this	
  study	
  indicated	
  high	
  levels	
  of	
  
use	
  of	
  video	
  in	
  online	
  courses	
  and	
  a	
  generally	
  favorable	
  view	
  of	
  the	
  use	
  of	
  video	
  by	
  
instructors.	
  	
  The	
  results	
  also	
  have	
  implications	
  for	
  theory	
  and	
  practice.	
  	
  	
  
Implications	
  for	
  Theory	
  
	
  

The	
  results	
  of	
  this	
  study	
  support	
  the	
  use	
  of	
  the	
  TPACK	
  Framework	
  to	
  better	
  

understand	
  the	
  relationship	
  between	
  technology	
  and	
  teaching	
  (Mishra	
  &	
  Koehler,	
  
2006).	
  This	
  relationship	
  is	
  especially	
  critical	
  to	
  examine	
  in	
  the	
  online	
  learning	
  
environments	
  as	
  the	
  pace	
  in	
  which	
  new	
  online	
  tools	
  and	
  technology	
  are	
  available	
  is	
  
constantly	
  in	
  transition.	
  	
  With	
  strong	
  continued	
  growth	
  in	
  the	
  commercial	
  sector	
  of	
  

	
  

	
  
99	
  

	
  

online	
  technologies,	
  online	
  faculty	
  and	
  courses	
  will	
  have	
  many	
  new	
  tools	
  in	
  which	
  
they	
  can	
  evaluate	
  to	
  determine	
  if	
  it	
  can	
  be	
  used	
  to	
  enhance	
  the	
  course.	
  	
  	
  
	
  

The	
  results	
  also	
  supported	
  previous	
  research	
  that	
  several	
  of	
  the	
  areas	
  

investigated	
  in	
  the	
  self-­‐efficacy	
  portion	
  of	
  the	
  survey	
  developed	
  from	
  (Schmidt	
  et	
  al.,	
  
2009)	
  on	
  that	
  there	
  is	
  a	
  strong	
  relationship	
  between	
  self-­‐efficacy	
  of	
  online	
  
technology	
  and	
  age	
  and	
  online	
  teaching	
  experience.	
  	
  It	
  would	
  therefore	
  be	
  valuable	
  
to	
  the	
  higher	
  education	
  community	
  for	
  researchers,	
  instructional	
  designers,	
  and	
  
practitioners	
  to	
  continue	
  research	
  into	
  instructors’	
  self-­‐efficacy	
  in	
  technology	
  and	
  
teaching	
  through	
  the	
  use	
  of	
  the	
  TPACK	
  framework.	
  	
  Research	
  studies	
  implementing	
  
TPACK	
  have	
  often	
  focused	
  on	
  K12	
  and	
  pre-­‐service	
  teachers,	
  but	
  higher	
  education	
  
instructors	
  may	
  also	
  benefit	
  from	
  increased	
  research	
  into	
  the	
  application	
  of	
  TPACK	
  
in	
  teaching	
  and	
  learning	
  environments.	
  	
  
Implications	
  for	
  Practice	
  
	
  

Video	
  is	
  a	
  technology	
  that	
  continues	
  to	
  increase	
  in	
  use	
  as	
  an	
  online	
  Internet	
  

based	
  medium	
  (Purcell,	
  2013).	
  As	
  higher	
  education	
  institutions	
  look	
  to	
  incorporate	
  
this	
  technology	
  into	
  their	
  courses	
  to	
  enhance	
  the	
  learning	
  environment	
  to	
  meet	
  the	
  
expectations	
  of	
  students	
  it	
  will	
  become	
  increasingly	
  important	
  to	
  understand	
  how	
  
video	
  can	
  be	
  used	
  effectively	
  to	
  enhance	
  the	
  course	
  experience.	
  	
  The	
  process	
  of	
  
making	
  instructor-­‐created	
  video	
  is	
  time	
  consuming	
  and	
  often	
  instructors	
  feel	
  they	
  
do	
  not	
  have	
  the	
  skills	
  needed	
  to	
  create	
  high	
  quality	
  videos.	
  	
  In	
  the	
  professional	
  video	
  
production	
  industry	
  there	
  are	
  many	
  guidelines	
  and	
  “best	
  practices”	
  that	
  have	
  been	
  
employed	
  for	
  many	
  years	
  to	
  maximize	
  the	
  aesthetic	
  and	
  captivate	
  the	
  viewer	
  

	
  

	
  
100	
  

	
  

attention	
  by	
  using	
  tested	
  and	
  tried	
  production	
  methods	
  that	
  have	
  shown	
  over	
  time	
  
to	
  be	
  effective.	
  	
  	
  
	
  

The	
  crossover	
  of	
  higher	
  education	
  faculty	
  and	
  professional	
  video	
  production	
  

is	
  limited	
  and	
  video	
  production	
  skills	
  as	
  seen	
  in	
  this	
  study	
  are	
  self	
  reported	
  as	
  
“novice”	
  leaving	
  much	
  room	
  for	
  future	
  skill	
  and	
  knowledge	
  development.	
  	
  Some	
  
universities	
  have	
  invested	
  in	
  publishing	
  a	
  “guide”	
  or	
  other	
  “quick	
  tips	
  section”	
  on	
  
video	
  production	
  (“Best	
  Practices,	
  Video,”	
  2014,	
  “Video	
  Best	
  Practices:	
  The	
  Center	
  
for	
  Teaching	
  and	
  Learning	
  UNC	
  Charlotte,”	
  2014;	
  Brunvand,	
  2010)	
  which	
  is	
  helpful	
  
in	
  providing	
  some	
  useful	
  video	
  production	
  information	
  to	
  faculty	
  who	
  may	
  not	
  have	
  
the	
  production	
  background	
  or	
  any	
  formal	
  technical	
  training	
  but	
  still	
  leaves	
  much	
  of	
  
the	
  process	
  up	
  to	
  faculty	
  to	
  figure	
  out	
  on	
  their	
  own.	
  	
  	
  
	
  

The	
  results	
  of	
  this	
  study	
  show	
  that	
  instructors	
  are	
  looking	
  for	
  more	
  training	
  

on	
  video	
  production,	
  and	
  more	
  guidance	
  on	
  how	
  to	
  utilize	
  the	
  video	
  technology	
  to	
  
get	
  the	
  most	
  return	
  on	
  time	
  invested.	
  	
  Instructors	
  reported	
  that	
  they	
  feel	
  the	
  time	
  
invested	
  in	
  an	
  online	
  course	
  is	
  much	
  higher	
  than	
  a	
  traditional	
  face-­‐to-­‐face	
  course	
  
and	
  so	
  the	
  development	
  of	
  a	
  video	
  technology	
  guide	
  for	
  online	
  course	
  video	
  could	
  
help	
  promote	
  effective	
  use	
  of	
  video	
  to	
  enhance	
  online	
  learning.	
  	
  The	
  results	
  of	
  this	
  
study	
  support	
  the	
  need	
  for	
  an	
  “Online	
  Video	
  Best	
  Practices”	
  guide	
  that	
  instructors	
  
could	
  use	
  (regardless	
  of	
  subject	
  discipline)	
  to	
  bridge	
  the	
  professional	
  knowledge	
  
gap	
  between	
  video	
  production	
  practices	
  and	
  content	
  knowledge	
  expertise.	
  	
  Some	
  
instructors	
  have	
  instructional	
  designers	
  or	
  perhaps	
  centralized	
  online	
  learning	
  
support	
  to	
  assist	
  with	
  video	
  production	
  and	
  course	
  development	
  yet	
  many	
  are	
  on	
  
their	
  own	
  to	
  learn,	
  develop,	
  and	
  incorporate	
  video	
  into	
  their	
  online	
  course.	
  	
  This	
  

	
  

	
  
101	
  

	
  

study	
  also	
  showed	
  that	
  instructors	
  were	
  unaware	
  of	
  online	
  teaching	
  resources	
  
available	
  through	
  the	
  university	
  in	
  which	
  the	
  survey	
  was	
  conducted,	
  suggesting	
  the	
  
need	
  to	
  better	
  communicate	
  with	
  instructors	
  about	
  the	
  support	
  available.	
  	
  
	
  

One	
  of	
  the	
  most	
  important	
  findings	
  from	
  this	
  study	
  was	
  the	
  rich	
  diversity	
  in	
  

video	
  use	
  across	
  various	
  academic	
  disciplines.	
  	
  Understanding	
  that	
  various	
  forms	
  of	
  
video	
  use	
  may	
  be	
  better	
  suited	
  for	
  different	
  academic	
  disciplines	
  can	
  be	
  valuable	
  
information	
  for	
  university	
  administration	
  and	
  support	
  to	
  use	
  in	
  developing	
  
institutional	
  support	
  and	
  professional	
  development	
  for	
  online	
  teaching.	
  	
  Using	
  the	
  
findings	
  of	
  this	
  study,	
  previous	
  research,	
  and	
  future	
  studies,	
  an	
  institution	
  may	
  be	
  
able	
  to	
  develop	
  specific	
  professional	
  development	
  programs	
  focused	
  on	
  video	
  
production	
  needs	
  for	
  the	
  various	
  academic	
  units.	
  	
  Through	
  the	
  development	
  of	
  an	
  
online	
  technology	
  guideline	
  the	
  university	
  may	
  be	
  able	
  to	
  work	
  towards	
  increasing	
  
the	
  perceived	
  value	
  and	
  reputation	
  of	
  their	
  online	
  courses	
  as	
  a	
  competitive	
  
advantage	
  in	
  the	
  growing	
  online	
  education	
  space.	
  	
  	
  
	
  

Finally,	
  this	
  study	
  provides	
  a	
  snapshot	
  of	
  video	
  use	
  across	
  online	
  courses	
  

from	
  one	
  academic	
  year.	
  	
  Online	
  technology	
  will	
  surely	
  continue	
  to	
  develop	
  and	
  
change	
  over	
  the	
  years	
  to	
  come	
  and	
  understanding	
  how	
  to	
  evaluate	
  the	
  current	
  
technology	
  and	
  its	
  uses	
  in	
  enhancing	
  online	
  education	
  will	
  continue	
  to	
  be	
  of	
  keen	
  
interest	
  in	
  online	
  higher	
  education.	
  	
  As	
  new	
  technologies	
  come	
  and	
  go,	
  the	
  continued	
  
desire	
  to	
  effectively	
  enhance	
  online	
  learning	
  through	
  technology	
  will	
  mean	
  a	
  
continued	
  effort	
  to	
  study	
  and	
  understand	
  the	
  relationship	
  between	
  technology	
  and	
  
learning.	
  	
  
	
  

	
  

	
  

	
  
102	
  

	
  

	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
APPENDICES	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  

	
  
103	
  

	
  

APPENDIX	
  A	
  
	
  
	
  
Survey	
  Instrument	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  

	
  
104	
  

	
  

FACULTY	
  USE	
  AND	
  PERCEPTIONS	
  OF	
  VIDEOS	
  IN	
  ONLINE	
  COURSES	
  
ONLINE	
  SURVEY	
  
	
  
The	
  following	
  survey	
  has	
  been	
  exported	
  from	
  the	
  online	
  survey	
  tool	
  Qualtrics	
  in	
  
Microsoft	
  Word	
  format	
  for	
  inclusion	
  in	
  the	
  appendix.	
  	
  	
  All	
  university	
  identification	
  
has	
  been	
  removed.	
  
	
  
	
  
Q1.1	
  Introduction	
  	
  	
  My	
  name	
  is	
  Sean	
  M.	
  Leahy,	
  Head	
  of	
  Department	
  of	
  Media	
  
Communications	
  at	
  [university].	
  I	
  am	
  conducting	
  research	
  on	
  faculty	
  use	
  and	
  
perceptions	
  of	
  video	
  in	
  online	
  courses	
  and	
  I	
  want	
  to	
  invite	
  you	
  to	
  share	
  your	
  
experiences	
  and	
  thoughts	
  on	
  the	
  use	
  of	
  video	
  in	
  your	
  online	
  courses.	
  	
  You	
  have	
  
received	
  this	
  invitation	
  to	
  participate	
  in	
  this	
  research	
  study	
  because	
  you	
  have	
  been	
  
identified	
  as	
  an	
  instructor	
  of	
  an	
  online	
  course	
  during	
  the	
  2013-­‐2014	
  academic	
  year	
  
at	
  [university].	
  	
  Your	
  participation	
  in	
  this	
  short	
  anonymous	
  research	
  survey	
  is	
  
greatly	
  appreciated.	
  	
  The	
  focus	
  of	
  this	
  survey	
  is	
  to	
  obtain	
  information	
  on	
  your	
  
perceptions	
  and	
  use	
  of	
  video	
  in	
  your	
  online	
  course(s).	
  	
  The	
  purpose	
  of	
  this	
  study	
  is	
  
to	
  gain	
  an	
  understanding	
  of	
  what	
  types	
  of	
  videos	
  were	
  used,	
  how	
  they	
  were	
  used,	
  
and	
  how	
  you	
  feel	
  about	
  the	
  use	
  of	
  these	
  videos.	
  By	
  participating	
  in	
  this	
  study	
  you	
  
will	
  help	
  provide	
  valuable	
  information	
  about	
  the	
  use	
  and	
  perceptions	
  of	
  video	
  in	
  
online	
  course	
  settings.	
  	
  The	
  information	
  gathered	
  in	
  this	
  anonymous	
  research	
  study	
  
will	
  be	
  made	
  public	
  though	
  subsequent	
  publication	
  of	
  the	
  research	
  findings.	
  Thank	
  
you	
  for	
  your	
  participation!	
  	
  
	
  
Sincerely,	
  	
  	
  
Sean	
  M.	
  Leahy	
  
Head	
  of	
  Department	
  of	
  Media	
  Communications	
  	
  
[University]	
  
	
  
Q2.1	
  Research	
  Survey	
  Participant	
  Consent	
  	
  	
  
Thank	
  you	
  for	
  your	
  interest	
  in	
  this	
  research	
  study.	
  	
  The	
  goal	
  of	
  this	
  study	
  is	
  to	
  
increase	
  the	
  knowledge	
  about	
  the	
  use	
  of	
  video	
  in	
  online	
  courses.	
  	
  	
  You	
  are	
  being	
  
asked	
  to	
  participate	
  in	
  this	
  study	
  by	
  completing	
  an	
  anonymous	
  online	
  survey,	
  which	
  
will	
  take	
  approximately	
  10-­‐15	
  minutes	
  to	
  complete.	
  	
  You	
  will	
  be	
  asked	
  several	
  
questions	
  about	
  your	
  online	
  course	
  and	
  the	
  video	
  (if	
  any)	
  that	
  was	
  used	
  in	
  the	
  
course,	
  in	
  addition	
  to	
  some	
  basic	
  demographic	
  questions.	
  	
  	
  There	
  are	
  no	
  obvious	
  or	
  
foreseeable	
  physical,	
  legal	
  or	
  economic	
  risks	
  associated	
  with	
  participating	
  in	
  this	
  
study.	
  	
  You	
  do	
  not	
  have	
  to	
  answer	
  any	
  questions	
  that	
  you	
  do	
  not	
  wish	
  to	
  
answer.	
  	
  Participation	
  in	
  this	
  study	
  does	
  not	
  guarantee	
  any	
  beneficial	
  results	
  to	
  
you.	
  	
  There	
  is	
  no	
  incurred	
  cost	
  to	
  participate	
  in	
  this	
  study,	
  nor	
  will	
  there	
  be	
  any	
  
compensation	
  for	
  your	
  time.	
  However,	
  by	
  answering	
  the	
  questions	
  you	
  may	
  gain	
  a	
  
better	
  understanding	
  of	
  your	
  own	
  use	
  of	
  video	
  in	
  online	
  courses.	
  	
  	
  Your	
  participation	
  
in	
  this	
  study	
  is	
  completely	
  voluntary	
  and	
  you	
  have	
  the	
  right	
  to	
  discontinue	
  your	
  
participation	
  and	
  quit	
  at	
  any	
  time.	
  You	
  have	
  the	
  right	
  to	
  refuse	
  to	
  answer	
  any	
  
questions	
  without	
  penalty.	
  	
  You	
  will	
  be	
  informed	
  of	
  any	
  significant	
  findings	
  that	
  
develop	
  during	
  the	
  course	
  of	
  the	
  study	
  that	
  may	
  influence	
  your	
  willingness	
  to	
  
	
  

	
  
105	
  

	
  

continue	
  to	
  participate	
  in	
  the	
  research.	
  	
  	
  Your	
  privacy	
  will	
  be	
  protected	
  to	
  the	
  
maximum	
  extent	
  allowable	
  by	
  law.	
  	
  No	
  personally	
  identifiable	
  information	
  will	
  be	
  
reported	
  in	
  any	
  research	
  product	
  or	
  publication.	
  	
  Only	
  trained	
  research	
  staff	
  within	
  
the	
  School	
  of	
  Communication	
  will	
  have	
  access	
  to	
  your	
  responses.	
  	
  Within	
  these	
  
restrictions,	
  results	
  of	
  this	
  study	
  may	
  be	
  published	
  or	
  presented.	
  	
  	
  This	
  is	
  a	
  research	
  
study	
  being	
  conducted	
  by	
  Sean	
  M.	
  Leahy,	
  Head	
  of	
  Department	
  of	
  Media	
  
Communications	
  at	
  [university]	
  in	
  association	
  with	
  the	
  [university].	
  	
  If	
  you	
  have	
  any	
  
questions	
  or	
  concerns	
  about	
  this	
  study	
  you	
  can	
  contact	
  Sean	
  Leahy	
  via	
  email	
  at	
  
[email].	
  	
  If	
  you	
  have	
  any	
  questions	
  or	
  concerns	
  about	
  your	
  role	
  and	
  rights	
  as	
  a	
  
research	
  participant,	
  would	
  like	
  to	
  obtain	
  information	
  or	
  offer	
  input,	
  or	
  would	
  like	
  
to	
  register	
  a	
  complaint	
  about	
  this	
  study,	
  you	
  may	
  contact,	
  anonymously	
  if	
  you	
  wish,	
  
the	
  [university]	
  Institutional	
  Review	
  Board	
  at	
  [phone	
  umber],	
  or	
  email	
  [email	
  
address]	
  or	
  regular	
  mail	
  at	
  [university	
  IRB	
  address].	
  	
  Alternatively	
  you	
  may	
  also	
  
contact	
  [university]	
  	
  Human	
  Research	
  Protection	
  Program	
  at	
  [phone	
  number],	
  or	
  
email	
  [email	
  address]	
  or	
  regular	
  mail	
  at	
  [University	
  IRB	
  address].	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
	
  
Your	
  participation	
  will	
  be	
  highly	
  valued	
  and	
  appreciated.	
  	
  However,	
  if	
  you	
  do	
  not	
  
wish	
  to	
  continue	
  you	
  can	
  answer	
  “No”	
  below	
  or	
  simply	
  leave	
  the	
  survey	
  page.	
  	
  	
  You	
  
indicate	
  your	
  voluntary	
  agreement	
  to	
  participate	
  in	
  this	
  research	
  and	
  have	
  your	
  
answers	
  included	
  in	
  the	
  data	
  set	
  by	
  completing	
  and	
  submitting	
  this	
  online	
  survey.	
  	
  	
  
	
  
Q2.2	
  Consent	
  and	
  Participation	
  
m Yes,	
  I	
  will	
  participate.	
  	
  
m No,	
  I	
  will	
  not	
  participate.	
  	
  
If	
  No,	
  I	
  will	
  not	
  participate.	
  Is	
  Selected,	
  Then	
  Skip	
  To	
  End	
  of	
  Survey	
  
	
  
Q3.1	
  Background	
  Teaching	
  Information	
  	
  
If	
  you	
  have	
  taught	
  more	
  than	
  one	
  online	
  course	
  during	
  the	
  2013	
  -­‐	
  2014	
  academic	
  
year,	
  please	
  choose	
  one	
  course	
  in	
  particular	
  you	
  have	
  taught	
  in	
  which	
  you	
  
incorporated	
  video	
  (or	
  attempted	
  to)	
  to	
  simplify	
  your	
  experience	
  through	
  this	
  
online	
  anonymous	
  survey.	
  Please	
  keep	
  this	
  same	
  course	
  in	
  mind	
  as	
  you	
  answer	
  the	
  
remaining	
  questions	
  throughout	
  the	
  survey.-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐
-­‐-­‐-­‐-­‐	
  
	
  
Q3.2	
  Teaching	
  different	
  levels	
  of	
  undergraduate	
  and	
  graduate	
  courses	
  often	
  involves	
  
different	
  approaches.	
  	
  For	
  the	
  purpose	
  of	
  this	
  survey,	
  please	
  select	
  the	
  course	
  level	
  
that	
  represents	
  the	
  online	
  course	
  you	
  have	
  in	
  mind.	
  	
  	
  	
  	
  	
  Online	
  Course	
  Level	
  
m 1000	
  to	
  2000	
  level	
  course	
  	
  
m 3000	
  to	
  4000	
  level	
  course	
  	
  
m Graduate	
  level	
  course	
  	
  
	
  
Q3.3	
  Please	
  select	
  the	
  course	
  code	
  that	
  represents	
  the	
  online	
  course(s)	
  that	
  you	
  
have	
  in	
  mind	
  for	
  this	
  survey.	
  	
  	
  
(Table	
  List	
  of	
  all	
  course	
  codes	
  offered	
  by	
  university:	
  too	
  large	
  to	
  fit)	
  
	
  
	
  

	
  
106	
  

	
  

Q3.4	
  How	
  many	
  years	
  have	
  you	
  been	
  teaching	
  at	
  the	
  higher	
  education	
  /	
  university	
  
level?	
  
	
  
Q3.5	
  How	
  many	
  years	
  have	
  you	
  been	
  teaching	
  online	
  courses	
  in	
  higher	
  education?	
  
	
  
Q3.6	
  How	
  many	
  times	
  have	
  you	
  taught	
  an	
  online	
  course	
  specifically	
  for	
  [university]?	
  
	
  
Q3.7	
  Did	
  you	
  teach	
  any	
  face-­‐to-­‐face	
  courses	
  for	
  [university]	
  during	
  the	
  2013	
  -­‐	
  2014	
  
academic	
  year?	
  	
  If	
  so,	
  please	
  mark	
  all	
  campus	
  types	
  that	
  you	
  taught	
  at.	
  
q Main	
  campus	
  	
  	
  
q Metropolitan	
  campus	
  location	
  	
  
q Military	
  campus	
  	
  
q Corporate	
  campus	
  	
  
q European	
  international	
  campus	
  	
  
q Asian	
  international	
  campus	
  	
  
q African	
  international	
  campus	
  	
  
q I	
  did	
  not	
  teach	
  any	
  face-­‐to-­‐face	
  courses	
  	
  
q Other	
  	
  ____________________	
  
	
  
Q3.8	
  How	
  often	
  do	
  you	
  visit	
  the	
  main	
  [university]	
  campus	
  in	
  [location],	
  USA?	
  
m I	
  have	
  never	
  visited	
  	
  
m About	
  once	
  per	
  year	
  	
  
m About	
  once	
  per	
  month	
  	
  
m About	
  once	
  per	
  week	
  	
  
m Daily	
  	
  
	
  
Q3.9	
  Please	
  estimate	
  your	
  distance	
  from	
  the	
  main	
  campus	
  (in	
  miles).	
  
	
  
Q3.10	
  What	
  is	
  your	
  highest	
  level	
  of	
  completed	
  education	
  (degree)?	
  
m Associate's	
  degree	
  (e.g.	
  AA,	
  AS,	
  AE,)	
  	
  
m Bachelors	
  degree	
  (e.g.	
  BA,	
  BS,)	
  	
  
m Masters	
  degree	
  (e.g.	
  MA,	
  MS,	
  MBA,)	
  	
  
m Doctoral	
  degree	
  (e.g.	
  PhD,	
  MD,	
  EdD,	
  JD,)	
  	
  
m Other	
  ____________________	
  
	
  
Q3.11	
  Please	
  indicate	
  your	
  type	
  of	
  instructor	
  appointment	
  during	
  2013	
  -­‐	
  2014	
  
academic	
  year	
  at	
  [university].	
  
m Full	
  time	
  faculty	
  instructor	
  	
  
m Adjunct	
  faculty	
  instructor	
  	
  
m Other	
  ____________________	
  
	
  

	
  

	
  
107	
  

	
  

Q3.12	
  Please	
  indicate	
  your	
  gender.	
  
m Male	
  	
  
m Female	
  	
  
	
  
Q3.13	
  In	
  what	
  year	
  did	
  you	
  graduate	
  from	
  high	
  school?	
  (please	
  enter	
  entire	
  year	
  
eg.1984)	
  
	
  
Q4.1	
  Types	
  of	
  Video	
  Used	
  in	
  Online	
  	
  
Course	
  	
  This	
  section	
  of	
  the	
  survey	
  is	
  focused	
  on	
  the	
  types	
  of	
  videos	
  used	
  based	
  on	
  
the	
  following	
  categories:	
  third	
  party	
  videos,	
  Instructor-­‐created	
  videos,	
  student-­‐
created	
  videos,	
  and	
  synchronous	
  video.	
  	
  The	
  definition	
  of	
  each	
  type	
  of	
  video	
  as	
  it	
  
relates	
  to	
  this	
  study	
  are	
  provided	
  below.	
  Again,	
  please	
  be	
  sure	
  to	
  answer	
  the	
  
questions	
  with	
  the	
  online	
  course	
  you	
  chose	
  to	
  have	
  in	
  mind	
  for	
  this	
  survey.	
  	
  Third-­‐
party:	
  Videos	
  created	
  by	
  individuals	
  or	
  organizations	
  outside	
  of	
  the	
  course	
  (e.g.	
  TED	
  
talks,	
  Lynda.com,	
  Atomic	
  Learning,	
  music	
  videos,	
  Hollywood	
  movies,	
  television	
  
shows,	
  etc.)	
  	
  Instructor-­‐created:	
  Videos	
  created	
  by	
  (or	
  of)	
  you	
  the	
  instructor	
  of	
  the	
  
course	
  (e.g.	
  self	
  recording,	
  recorded	
  lectures,	
  interviews,	
  
screencasts/demonstrations,	
  etc.)	
  	
  Student-­‐created:	
  Videos	
  created	
  by	
  the	
  students	
  
of	
  the	
  course	
  (e.g.	
  self	
  recording,	
  recorded	
  skits,	
  interviews,	
  screencasts,	
  etc.)	
  	
  
Synchronous:	
  Videos	
  that	
  required	
  live	
  real-­‐time	
  interactions	
  between	
  the	
  faculty	
  
and	
  one	
  or	
  more	
  student	
  (e.g.	
  Skype	
  chats,	
  Google	
  Hangout,	
  Webinar	
  events,	
  
etc.)	
  	
  	
  	
  	
  	
  -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐	
  
	
  
Q4.2	
  Please	
  indicate	
  which	
  of	
  the	
  following	
  types	
  of	
  video	
  you	
  have	
  used	
  at	
  least	
  
once	
  during	
  the	
  online	
  course	
  you	
  selected	
  to	
  have	
  in	
  mind	
  for	
  this	
  survey.	
  (Select	
  
all	
  that	
  apply).	
  
q Third-­‐party	
  video:	
  (e.g.	
  TED	
  talks,	
  Lynda.com,	
  music	
  videos,	
  Hollywood	
  movies,	
  
television	
  shows,	
  etc.)	
  	
  
q Instructor-­‐created	
  video:	
  (e.g.	
  self	
  recording,	
  recorded	
  lectures,	
  interviews,	
  
screencasts/demonstrations	
  etc.)	
  	
  
q Student-­‐created	
  video:	
  (e.g.	
  recorded	
  presentations,	
  interviews,	
  screencasts,	
  
etc.)	
  	
  
q Synchronous	
  (live)	
  video:	
  (e.g.	
  Skype	
  chats,	
  Google	
  Hangouts,	
  Webinars,	
  etc.)	
  	
  
q I	
  didn't	
  use	
  any	
  videos	
  at	
  all	
  in	
  my	
  online	
  course.	
  	
  
q Other	
  ____________________	
  
If	
  I	
  didn't	
  use	
  any	
  videos	
  at	
  ...	
  Is	
  Selected,	
  Then	
  Skip	
  To	
  End	
  of	
  Block	
  
	
  

	
  

	
  
108	
  

	
  

Q4.3	
  Please	
  indicate	
  the	
  frequency	
  in	
  which	
  you	
  used	
  each	
  type	
  of	
  video	
  below	
  in	
  
your	
  online	
  course.	
  
	
  
Frequently	
  
Used	
  several	
  
Used	
  once	
  or	
  
Never	
  used	
  	
  
used	
  	
  
times	
  	
  
twice	
  
Third-­‐party	
  
video	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

Instructor-­‐
created	
  video	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

Student-­‐
created	
  video	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

Synchronous	
  
(live)	
  video	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  
Q4.4	
  Please	
  indicate	
  how	
  you	
  included	
  the	
  video	
  used	
  in	
  your	
  course	
  (including	
  all	
  
types	
  of	
  video:	
  instructor-­‐created,	
  third-­‐party,	
  student-­‐created,	
  or	
  synchronous	
  
video).	
  
	
  
Frequently	
  
Occasionally	
  	
  
Not	
  at	
  all	
  	
  
I	
  linked	
  to	
  videos	
  
on	
  other	
  sites	
  
(YouTube,	
  
Lynda.com,	
  Vimeo,	
  
etc.)	
  	
  

m 	
  

m 	
  

m 	
  

I	
  embedded	
  videos	
  
from	
  video	
  sources	
  
(YouTube,	
  Vimeo,	
  
etc.)	
  into	
  Canvas	
  	
  

m 	
  

m 	
  

m 	
  

I	
  uploaded	
  videos	
  
directly	
  to	
  course	
  
management	
  
system	
  (Canvas)	
  	
  

m 	
  

m 	
  

m 	
  

Other	
  	
  

m 	
  

m 	
  

m 	
  

	
  
	
  

	
  

	
  
109	
  

	
  

Q4.5	
  Please	
  indicate	
  whether	
  or	
  not	
  videos	
  used	
  in	
  your	
  course	
  were	
  required	
  
(mandatory)	
  or	
  supplemental	
  (optional):	
  
	
  
Required	
  	
  
Optional	
  	
  
Not	
  specified	
  	
  
Third-­‐party	
  videos	
  	
  

m 	
  

m 	
  

m 	
  

Instructor-­‐created	
  
videos	
  	
  

m 	
  

m 	
  

m 	
  

Student-­‐created	
  
videos	
  	
  

m 	
  

m 	
  

m 	
  

Synchronous	
  
(live)video	
  	
  

m 	
  

m 	
  

m 	
  

Other	
  	
  

m 	
  

m 	
  

m 	
  

	
  
	
  
Q4.6	
  If	
  you	
  used	
  instructor-­‐created	
  video	
  (e.g.	
  self	
  recordings,	
  recorded	
  lectures,	
  
screencasts,	
  demonstrations,	
  etc.)	
  in	
  your	
  course,	
  what	
  is	
  the	
  approximate	
  average	
  
time	
  length	
  of	
  those	
  videos?	
  
m less	
  than	
  3	
  minutes	
  	
  
m 3	
  to	
  5	
  minutes	
  	
  
m 5	
  to	
  10	
  minutes	
  	
  
m 10	
  to	
  15	
  minutes	
  	
  
m more	
  than	
  15	
  minutes	
  	
  
m more	
  than	
  30	
  minutes	
  	
  
m more	
  than	
  60	
  minutes	
  	
  
m I	
  didn't	
  use	
  instructor-­‐created	
  videos	
  	
  
	
  
Q4.7	
  If	
  you	
  used	
  third-­‐party	
  video	
  (e.g.	
  TED	
  Talks,	
  Lynda.com,	
  Atomic	
  Learning,	
  
music	
  videos,	
  news	
  clips,	
  etc.)	
  in	
  your	
  course,	
  what	
  was	
  the	
  approximate	
  average	
  
time	
  length	
  of	
  these	
  videos?	
  
m less	
  than	
  3	
  minutes	
  	
  
m 3	
  to	
  5	
  minutes	
  	
  
m 5	
  to	
  10	
  minutes	
  	
  
m 10	
  to	
  15	
  minutes	
  	
  
m more	
  than	
  15	
  minutes	
  	
  
m more	
  than	
  30	
  minutes	
  	
  
m more	
  than	
  60	
  minutes	
  	
  
m I	
  didn't	
  use	
  third-­‐party	
  videos	
  	
  
	
  

	
  

	
  
110	
  

	
  

Q4.8	
  If	
  you	
  used	
  student-­‐created	
  video	
  did	
  you	
  set	
  a	
  time	
  limit	
  for	
  their	
  videos?	
  	
  If	
  so	
  
please	
  indicate	
  that	
  time	
  limit	
  (in	
  minutes).	
  
m less	
  than	
  3	
  minutes	
  
m 3	
  to	
  5	
  minutes	
  	
  
m 5	
  to	
  10	
  minutes	
  	
  
m 10	
  to	
  15	
  minutes	
  	
  
m more	
  than	
  15	
  minutes	
  	
  
m more	
  than	
  30	
  minutes	
  	
  
m more	
  than	
  60	
  minutes	
  	
  
m I	
  didn't	
  use	
  student-­‐created	
  videos	
  	
  
	
  
Q4.9	
  If	
  you	
  used	
  synchronous	
  (live)	
  video,	
  how	
  long	
  would	
  you	
  say	
  those	
  
synchronous	
  video	
  sessions	
  lasted?	
  (in	
  minutes)	
  
m less	
  than	
  3	
  minutes	
  	
  
m 3	
  to	
  5	
  minutes	
  	
  
m 5	
  to	
  10	
  minutes	
  	
  
m 10	
  to	
  15	
  minutes	
  	
  
m more	
  than	
  15	
  minutes	
  	
  
m more	
  than	
  30	
  minutes	
  	
  
m more	
  than	
  60	
  minutes	
  	
  
m I	
  didn't	
  use	
  synchronous	
  (live)	
  video	
  	
  
	
  
Q5.1	
  How	
  Videos	
  are	
  Used	
  in	
  Online	
  Courses	
  	
  	
  	
  
For	
  this	
  section	
  of	
  the	
  survey	
  you	
  will	
  be	
  asked	
  to	
  report	
  on	
  HOW	
  you	
  used	
  the	
  
different	
  types	
  of	
  videos	
  in	
  your	
  course.	
  	
  Please	
  continue	
  to	
  answer	
  the	
  following	
  
questions	
  with	
  the	
  online	
  course	
  you	
  have	
  had	
  in	
  mind	
  throughout	
  this	
  survey.	
  	
  	
  	
  	
  	
  	
  	
  -­‐-­‐
-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐	
  
	
  
Branched	
  Logic:	
  Visible	
  only	
  if	
  Q4.2	
  indicated	
  use	
  of	
  third	
  party	
  videos.	
  
Q5.2	
  What	
  is	
  the	
  primary	
  purpose	
  of	
  the	
  third-­‐party	
  video(s)	
  used	
  in	
  your	
  online	
  
course?	
  
m Primary	
  course	
  content	
  	
  
m Supplemental	
  content	
  	
  
m Inspirational	
  content	
  	
  
m Entertainment	
  	
  
m Other	
  	
  ____________________	
  
	
  

	
  

	
  
111	
  

	
  

Branched	
  Logic:	
  Visible	
  only	
  if	
  Q4.2	
  indicated	
  use	
  of	
  third	
  party	
  videos.	
  
Q5.3	
  How	
  did	
  you	
  find	
  or	
  source	
  the	
  third-­‐party	
  video(s)	
  used	
  in	
  your	
  course?	
  
(select	
  all	
  that	
  apply)	
  
q I	
  searched	
  specifically	
  for	
  the	
  video(s)	
  used.	
  	
  
q I	
  discovered	
  the	
  video(s)	
  when	
  researching	
  the	
  topic,	
  lesson,	
  or	
  unit.	
  	
  
q A	
  colleague	
  recommended	
  it.	
  	
  
q I	
  had	
  used	
  the	
  video(s)	
  in	
  previous	
  courses.	
  	
  
q It	
  was	
  recommended	
  by	
  an	
  instructional	
  designer	
  working	
  on	
  the	
  course.	
  	
  
q It	
  was	
  a	
  companion	
  to	
  the	
  course	
  textbook	
  materials.	
  	
  
q Other	
  	
  ____________________	
  
	
  
Q5.4	
  Please	
  indicate	
  how	
  video	
  (of	
  any	
  kind)	
  was	
  used	
  to	
  deliver	
  Course	
  Content	
  in	
  
your	
  online	
  course.	
  	
  Mini	
  lecture:	
  a	
  short	
  component	
  or	
  segment	
  of	
  a	
  lecture	
  topic.	
  
Full	
  lecture:	
  a	
  full	
  length	
  continuous	
  video	
  lecture	
  of	
  a	
  topic.	
  Screen	
  Recording:	
  a	
  
screen	
  capture	
  of	
  computer	
  screen.	
  Short	
  video	
  segment:	
  a	
  component	
  or	
  segment	
  
of	
  a	
  produced	
  video	
  (e.g.	
  documentary,	
  news	
  report,	
  film,	
  etc.).	
  Full	
  video	
  segment:	
  a	
  
full	
  length	
  video	
  production	
  (e.g.	
  film,	
  television	
  show,	
  documentary,	
  etc.).	
  
	
  
Frequently	
  
Used	
  
Used	
  more	
   Used	
  once	
   Never	
  used	
  	
  
used	
  	
  
several	
  
than	
  twice	
  	
  
or	
  twice	
  
times	
  	
  
Mini	
  lecture	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Full	
  lecture	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Screen	
  
recording	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Short	
  video	
  
segment	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Full	
  video	
  
segment	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Other	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  

	
  

	
  
112	
  

	
  

Q5.5	
  Please	
  indicate	
  how	
  video	
  was	
  used	
  as	
  a	
  Communication	
  Tool	
  with	
  students	
  in	
  
your	
  online	
  course.	
  
	
  
Frequently	
  
Used	
  
Used	
  more	
   Used	
  once	
   Never	
  used	
  	
  
used	
  	
  
several	
  
than	
  twice	
  
or	
  twice	
  	
  
times	
  
Course	
  
introduction	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Introduction	
  
to	
  instructor	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Introduction	
  
to	
  
assignments	
  
or	
  modules	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Student	
  
feedback	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Class	
  
discussions	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Office	
  hours	
  
(virtual)	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Other	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  
Q5.6	
  How	
  often	
  were	
  videos	
  (of	
  any	
  kind)	
  used	
  in	
  your	
  online	
  course?	
  
m Every	
  week	
  	
  
m Almost	
  every	
  week	
  	
  
m About	
  every	
  other	
  week	
  	
  
m About	
  every	
  two	
  to	
  four	
  weeks	
  	
  
m Never	
  	
  
	
  
Q5.7	
  Which	
  of	
  the	
  following	
  online	
  video	
  platforms	
  did	
  you	
  use	
  to	
  share	
  or	
  embed	
  
videos	
  for	
  your	
  online	
  course?	
  Mark	
  all	
  that	
  apply.	
  
q YouTube	
  	
  
q Vimeo	
  	
  
q Lynda.com	
  	
  
q Atomic	
  Learning	
  	
  
q Netflix	
  	
  
q Hulu	
  	
  
q Facebook	
  	
  
q Canvas	
  built-­‐in	
  video	
  feature	
  	
  
q Other	
  ____________________	
  
	
  
	
  

	
  
113	
  

	
  

Q5.8	
  Please	
  indicate	
  if	
  and	
  how	
  students	
  were	
  required	
  to	
  create	
  video(s)	
  for	
  your	
  
online	
  course.	
  
	
  
Required	
  	
  
Optional	
  	
  
Not	
  Required	
  	
  
Student	
  
introduction	
  	
  

m 	
  

m 	
  

m 	
  

Part	
  of	
  assignment	
  
or	
  project	
  	
  

m 	
  

m 	
  

m 	
  

Discussion	
  post	
  	
  

m 	
  

m 	
  

m 	
  

Other	
  	
  

m 	
  

m 	
  

m 	
  

	
  
	
  
Q5.9	
  Did	
  you	
  use	
  any	
  synchronous	
  (live)	
  video	
  conferencing	
  tools?	
  (mark	
  all	
  that	
  
apply)	
  
q Skype	
  	
  
q FaceTime	
  	
  
q Google	
  Hangout	
  	
  
q Vidyo	
  	
  
q WebEx	
  	
  
q Other	
  	
  ____________________	
  
	
  
Q6.1	
  Feelings	
  on	
  Video	
  Use	
  in	
  an	
  Online	
  Course	
  	
  	
  
For	
  this	
  section	
  please	
  continue	
  using	
  the	
  same	
  course	
  you	
  have	
  had	
  in	
  mind	
  
throughout	
  this	
  survey	
  to	
  answer	
  the	
  questions	
  based	
  on	
  your	
  feelings	
  on	
  the	
  use	
  of	
  
video	
  in	
  your	
  online	
  course.	
  	
  	
  	
  Term	
  definitions:	
  Social	
  presence	
  -­‐	
  the	
  degree	
  to	
  
which	
  interactions	
  approximate	
  the	
  next	
  best	
  experience	
  of	
  interacting	
  with	
  other	
  
course	
  members	
  (instructor	
  and/or	
  students)	
  compared	
  to	
  face-­‐to-­‐face	
  interactions.	
  
Student	
  engagement	
  -­‐	
  the	
  likelihood	
  that	
  a	
  student	
  will	
  take	
  an	
  action	
  in	
  the	
  online	
  
course	
  after	
  viewing	
  a	
  video	
  	
  (e.g.	
  take	
  online	
  quiz,	
  contribute	
  to	
  discussion	
  forums,	
  
comment	
  on	
  	
  video,	
  etc.).	
  	
  Redundancy	
  -­‐	
  in	
  this	
  context	
  it	
  is	
  defined	
  as	
  the	
  content	
  
redundancy	
  in	
  your	
  online	
  course	
  in	
  any	
  form	
  text,	
  audio,	
  video,	
  etc.	
  	
  	
  	
  	
  Split	
  
attention	
  -­‐	
  the	
  learning	
  effect	
  that	
  requires	
  the	
  learner	
  to	
  split	
  their	
  attention	
  
between	
  more	
  than	
  one	
  similar	
  form	
  of	
  information	
  display	
  (e.g.	
  text,	
  video,	
  image,	
  
etc.).	
  
	
  

	
  

	
  
114	
  

	
  

Q6.2	
  The	
  use	
  of	
  instructor-­‐created	
  videos	
  (e.g.	
  self	
  recording,	
  recorded	
  lectures,	
  
interviews,	
  screencasts/demonstrations,	
  etc.):	
  
	
  
Strongly	
  
Agree	
  	
  
Disagree	
  	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  	
  
Increased	
  the	
  
overall	
  quality	
  
of	
  the	
  course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
student	
  
learning	
  in	
  the	
  
course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
social	
  
presence	
  in	
  
the	
  course	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
student	
  
engagement	
  
in	
  the	
  course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
understanding	
  
of	
  complex	
  
topics	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Reduced	
  
redundancy	
  in	
  
the	
  course	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Reduced	
  split	
  
attention	
  in	
  
the	
  course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  

	
  

	
  
115	
  

	
  

Q6.3	
  The	
  use	
  of	
  third-­‐party	
  videos	
  (e.g.	
  TED	
  talks,	
  Lynda.com,	
  Atomic	
  Learning,	
  
music	
  videos,	
  Hollywood	
  movies,	
  television	
  shows,	
  etc.):	
  
	
  
Strongly	
  
Agree	
  	
  
Disagree	
  	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  	
  
Increased	
  the	
  
overall	
  quality	
  
of	
  the	
  course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
student	
  
learning	
  in	
  the	
  
course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
social	
  
presence	
  in	
  
the	
  course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
student	
  
engagement	
  
in	
  the	
  course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Increased	
  
understanding	
  
of	
  complex	
  
topics	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Reduced	
  
redundancy	
  in	
  
the	
  course	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Reduced	
  split	
  
attention	
  in	
  
the	
  course	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  

	
  

	
  
116	
  

	
  

Q6.4	
  How	
  do	
  you	
  feel	
  about	
  the	
  use	
  of	
  synchronous	
  (live)	
  video	
  in	
  your	
  online	
  
course?	
  
	
  
Strongly	
  
Agree	
  	
  
Disagree	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  
Useful	
  for	
  
virtual	
  office	
  
hours	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Useful	
  for	
  
delivering	
  
course	
  
content	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Useful	
  for	
  
group	
  
projects	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  
Q6.5	
  In	
  general	
  how	
  would	
  you	
  estimate	
  the	
  amount	
  of	
  time	
  invested	
  in	
  teaching	
  
online	
  compared	
  to	
  teaching	
  face-­‐to-­‐face?	
  
m Significantly	
  more	
  time	
  	
  
m Slightly	
  more	
  time	
  	
  
m About	
  the	
  same	
  amount	
  of	
  time	
  	
  
m Slightly	
  less	
  time	
  	
  
m Significantly	
  less	
  time	
  	
  
m I	
  don't	
  teach	
  face-­‐to-­‐face	
  courses	
  	
  
	
  
Q6.6	
  Looking	
  back	
  over	
  your	
  online	
  course	
  experience,	
  was	
  there	
  a	
  specific	
  use	
  of	
  
video	
  that	
  stands	
  out	
  as	
  the	
  most	
  useful/beneficial	
  (e.g.	
  to	
  the	
  course,	
  to	
  students,	
  to	
  
you	
  as	
  the	
  instructor,	
  etc.)?	
  	
  If	
  so,	
  please	
  describe	
  this	
  use	
  of	
  video	
  and	
  why	
  you	
  
found	
  it	
  beneficial.	
  	
  If	
  none,	
  skip	
  to	
  the	
  next	
  question.	
  
	
  
Q7.1	
  Self-­‐Efficacy	
  of	
  Online	
  Video	
  Tools	
  	
  	
  	
  
Self-­‐efficacy	
  is	
  defined	
  as	
  the	
  extent	
  or	
  strength	
  of	
  an	
  individuals	
  beliefs	
  of	
  their	
  own	
  
ability	
  or	
  skill	
  to	
  complete	
  a	
  task	
  or	
  reach	
  a	
  goal	
  with	
  technology.	
  	
  This	
  section	
  of	
  the	
  
survey	
  will	
  focus	
  on	
  the	
  technical	
  methods	
  used	
  to	
  incorporate	
  video	
  in	
  your	
  online	
  
course	
  and	
  how	
  you	
  would	
  rate	
  your	
  technical	
  skills	
  and	
  knowledge	
  in	
  using	
  
technology	
  to	
  enhance	
  learning.	
  	
  	
  
	
  

	
  

	
  
117	
  

	
  

Q7.2	
  Technology	
  is	
  a	
  broad	
  term	
  that	
  can	
  be	
  interpreted	
  in	
  many	
  ways,	
  for	
  the	
  
purpose	
  of	
  this	
  study	
  please	
  keep	
  your	
  online	
  course	
  in	
  mind	
  and	
  answer	
  the	
  
following	
  questions	
  about	
  the	
  use	
  of	
  digital	
  online	
  technologies	
  (e.g.	
  web	
  browsers,	
  
content	
  management	
  systems,	
  discussion	
  forums,	
  blogs,	
  wikis,	
  online	
  video	
  
platforms,	
  etc.)	
  
	
  
Strongly	
  
Agree	
  	
  
Disagree	
  	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  	
  
I	
  solve	
  my	
  
own	
  
technical	
  
issues.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  learn	
  about	
  
new	
  
technology	
  
on	
  my	
  own.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  stay	
  up-­‐to-­‐
date	
  on	
  the	
  
latest	
  
technology.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  experiment	
  
with	
  new	
  
technologies.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  am	
  an	
  
advanced	
  
user	
  of	
  
online	
  tools.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  

	
  

	
  
118	
  

	
  

Q7.3	
  Using	
  your	
  online	
  class	
  you	
  have	
  had	
  in	
  mind	
  for	
  this	
  survey,	
  please	
  answer	
  the	
  
following	
  questions	
  on	
  how	
  you	
  choose	
  technology	
  to	
  work	
  with	
  your	
  course	
  
pedagogy.	
  
	
  
Strongly	
  
Agree	
  	
  
Disagree	
  	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  	
  
I	
  use	
  
technologies	
  
that	
  enhance	
  
my	
  teaching	
  
in	
  the	
  
course.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  use	
  
technologies	
  
that	
  enhance	
  
the	
  students'	
  
learning	
  in	
  
the	
  course.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  use	
  
technologies	
  
that	
  enhance	
  
the	
  course	
  
content.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  adapt	
  
technologies	
  
for	
  different	
  
purposes	
  in	
  
the	
  course.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  carefully	
  
evaluate	
  the	
  
technology	
  
used	
  in	
  the	
  
course.	
  
	
  
	
  

	
  

	
  
119	
  

	
  

Q7.4	
  Again	
  with	
  your	
  online	
  course	
  in	
  mind	
  for	
  this	
  survey,	
  please	
  answer	
  the	
  
following	
  questions	
  on	
  how	
  you	
  dealt	
  with	
  pedagogical	
  aspects	
  of	
  your	
  online	
  
course.	
  
	
  
Strongly	
  
Agree	
  
Disagree	
  	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  	
  
I	
  know	
  how	
  to	
  
assess	
  student	
  
performance.	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  am	
  able	
  to	
  adapt	
  
my	
  teaching	
  
methods	
  to	
  better	
  
match	
  student	
  
understanding.	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  can	
  adapt	
  course	
  
materials/delivery	
  
for	
  various	
  
learning	
  styles.	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  am	
  familiar	
  with	
  
common	
  student	
  
understandings	
  or	
  
misconceptions.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  organize	
  my	
  
course	
  to	
  avoid	
  
confusion	
  or	
  
inconsistency.	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  

	
  

	
  
120	
  

	
  

Q7.5	
  Please	
  answer	
  the	
  following	
  questions	
  on	
  how	
  you	
  feel	
  about	
  the	
  content	
  area	
  
of	
  your	
  online	
  course.	
  
	
  
Strongly	
  
Agree	
  
Disagree	
  	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  	
  
I	
  have	
  
sufficient	
  
knowledge	
  in	
  
the	
  course	
  
content	
  area.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  have	
  various	
  
methods	
  and	
  
strategies	
  of	
  
developing	
  
understanding	
  
of	
  course	
  
content.	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

I	
  evaluate	
  the	
  
course	
  
content	
  to	
  
ensure	
  it’s	
  up-­‐
to-­‐date.	
  	
  
	
  
	
  

	
  

	
  
121	
  

	
  

Q7.6	
  Please	
  rate	
  your	
  own	
  level	
  of	
  knowledge	
  and	
  expertise	
  on	
  the	
  various	
  methods	
  
of	
  incorporating	
  video	
  in	
  your	
  online	
  course.	
  
	
  
Expert	
  
Advanced	
  	
  
Novice	
  	
  
Beginner	
  	
  
N/A	
  	
  
Creating	
  and	
  
sharing	
  a	
  
video	
  
hyperlink	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Embedding	
  
a	
  video	
  in	
  
course	
  
content	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Filming	
  and	
  
uploading	
  
my	
  own	
  
video	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Editing	
  my	
  
own	
  video	
  
content	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Capturing	
  
my	
  own	
  
screencast	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Using	
  
Canvas	
  
built-­‐in	
  
video	
  
recording	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  

	
  

	
  
122	
  

	
  

Q7.7	
  When	
  developing	
  your	
  online	
  course,	
  you	
  felt	
  that	
  you	
  had	
  adequate	
  support	
  
from	
  the	
  university	
  in:	
  
	
  
Strongly	
  
Agree	
  
Disagree	
  	
  
Strongly	
  
N/A	
  	
  
Agree	
  	
  
Disagree	
  	
  
Course	
  
development	
  
time	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Instructional	
  
design	
  
resources	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Technical	
  
support	
  for	
  
Canvas	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Pedagogical	
  
resources	
  for	
  
online	
  
teaching	
  &	
  
learning	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Professional	
  
development	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

Video	
  
production	
  
assistance	
  	
  

m 	
  

m 	
  

m 	
  

m 	
  

m 	
  

	
  
	
  
Q7.8	
  Please	
  rate	
  the	
  following	
  areas	
  of	
  support	
  in	
  order	
  of	
  most	
  important	
  (1)	
  to	
  
least	
  important	
  (5)	
  that	
  you	
  would	
  like	
  to	
  have	
  for	
  the	
  development	
  of	
  using	
  video	
  in	
  
your	
  online	
  course.	
  (please	
  enter	
  each	
  value	
  only	
  one	
  time	
  to	
  rate	
  the	
  following	
  1-­‐5).	
  
______	
  Course	
  development	
  time	
  	
  
______	
  Professional	
  development	
  in	
  online	
  teaching	
  &	
  learning	
  	
  
______	
  Video	
  production	
  training	
  (shooting	
  &	
  editing	
  
______	
  Online	
  course	
  management	
  (Canvas)	
  training	
  	
  
______	
  Instructional	
  Design	
  Support	
  	
  
	
  
Q7.9	
  Did	
  you	
  use	
  any	
  mechanism	
  to	
  monitor	
  the	
  student	
  views	
  of	
  video	
  in	
  your	
  
online	
  course?	
  
q I	
  used	
  the	
  Canvas	
  built-­‐in	
  monitor	
  to	
  check	
  student	
  views	
  of	
  videos	
  	
  
q I	
  used	
  view	
  counts	
  on	
  video	
  host	
  site	
  to	
  estimate	
  student	
  views	
  (e.g.	
  YouTube,	
  
Vimeo	
  view	
  counts)	
  	
  
q I	
  used	
  a	
  survey	
  or	
  quiz	
  to	
  see	
  if	
  students	
  watched	
  the	
  videos	
  	
  
q I	
  did	
  not	
  check	
  to	
  see	
  if	
  students	
  viewed	
  videos	
  or	
  not	
  	
  
	
  

	
  

	
  
123	
  

	
  

Q7.10	
  How	
  do	
  you	
  see	
  your	
  use	
  of	
  video	
  changing	
  in	
  the	
  next	
  1	
  to	
  2	
  years?	
  (mark	
  all	
  
that	
  apply)	
  
q I	
  would	
  add	
  more	
  videos	
  to	
  the	
  course	
  	
  
q I	
  would	
  require	
  students	
  to	
  contribute	
  videos	
  to	
  the	
  course	
  	
  
q I	
  would	
  not	
  change	
  the	
  amount	
  of	
  videos	
  in	
  the	
  course	
  	
  
q I	
  would	
  not	
  use	
  video	
  at	
  all	
  	
  
q Other	
  	
  ____________________	
  
	
  
Q7.11	
  How	
  often	
  do	
  you	
  seek	
  help	
  or	
  support	
  for	
  your	
  online	
  course	
  from	
  the	
  Online	
  
Learning	
  Center?	
  
m More	
  than	
  once	
  a	
  term/semester	
  	
  
m Once	
  each	
  term/semester	
  	
  
m Less	
  than	
  once	
  per	
  term/semester	
  	
  
m Rarely	
  	
  
m Never	
  	
  
	
  
Q7.12	
  Are	
  you	
  a	
  member	
  of	
  the	
  Reflective	
  Teaching	
  Community	
  hosted	
  by	
  the	
  
Faculty	
  Development	
  Center	
  in	
  [location]?	
  
m Yes	
  	
  
m No	
  	
  
m I	
  have	
  not	
  heard	
  of	
  it	
  before	
  	
  
	
  
Q7.13	
  Is	
  there	
  anything	
  else	
  you	
  would	
  like	
  to	
  say	
  about	
  your	
  own	
  experience	
  
working	
  with	
  video	
  in	
  your	
  online	
  course?	
  
	
  
Branched	
  Section:	
  Only	
  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.1	
  Instructor	
  Created	
  Video	
  	
  Y	
  
ou	
  have	
  indicated	
  that	
  you	
  used	
  an	
  instructor-­‐created	
  video	
  in	
  your	
  online	
  course,	
  
this	
  next	
  section	
  is	
  specifically	
  geared	
  toward	
  gaining	
  a	
  deeper	
  understanding	
  of	
  the	
  
processes	
  and	
  thoughts	
  you	
  have	
  on	
  your	
  own	
  experience	
  creating	
  and	
  using	
  
video.	
  	
  This	
  section	
  will	
  help	
  provide	
  insights	
  into	
  the	
  decisions	
  made	
  by	
  instructors	
  
when	
  choosing	
  to	
  create	
  their	
  own	
  video.	
  	
  Your	
  participation	
  in	
  this	
  section	
  is	
  
greatly	
  appreciated.___________________________________________	
  
	
  

	
  

	
  
124	
  

	
  

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  video	
  was	
  
selected.	
  
Q8.2	
  Please	
  indicate	
  the	
  primary	
  use	
  of	
  instructor-­‐created	
  video(s)	
  in	
  your	
  online	
  
course.	
  
m Mini	
  lectures	
  or	
  demonstrations.	
  	
  
m Full-­‐length	
  lectures	
  or	
  demonstrations.	
  	
  
m Communication	
  updates	
  	
  
m Course	
  related	
  instructions	
  	
  
m Entertainment	
  	
  
m Other	
  ____________________	
  
	
  
Branched	
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  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.3	
  Please	
  indicate	
  all	
  of	
  the	
  items	
  that	
  you	
  include	
  in	
  your	
  instructor-­‐created	
  
videos.	
  (Mark	
  all	
  that	
  apply)	
  
q Talking	
  head	
  (just	
  you	
  on	
  camera)	
  	
  
q Environmental	
  shots	
  (you	
  and	
  your	
  surroundings	
  on	
  camera)	
  	
  
q Screencast	
  (e.g.	
  recording	
  of	
  your	
  computer	
  screen)	
  	
  
q Presentation	
  slides	
  	
  
q Audio	
  (other	
  than	
  your	
  voice)	
  	
  
q Images	
  	
  
q Other	
  videos	
  	
  
	
  
Branched	
  Section:	
  Only	
  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.4	
  Do	
  you	
  make	
  materials	
  (e.g.	
  PowerPoint’s,	
  audio	
  recordings,	
  images,	
  files,	
  etc.)	
  
used	
  in	
  your	
  instructor-­‐created	
  videos	
  available	
  for	
  students	
  to	
  download	
  or	
  access	
  
(when	
  applicable)?	
  
m Always	
  	
  
m Sometimes	
  	
  
m Never	
  	
  
	
  
Branched	
  Section:	
  Only	
  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.5	
  How	
  do	
  you	
  plan	
  the	
  instructor-­‐created	
  videos	
  you	
  create	
  during	
  the	
  course?	
  
m All	
  videos	
  are	
  planned	
  and	
  created	
  in	
  advance	
  of	
  the	
  start	
  of	
  the	
  course.	
  	
  
m All	
  videos	
  are	
  planned	
  and	
  created	
  during	
  the	
  course.	
  	
  
m Videos	
  are	
  planned	
  and	
  created	
  both	
  in	
  advance	
  and	
  during	
  the	
  course.	
  	
  
m Videos	
  are	
  only	
  created	
  on	
  an	
  "as	
  needed"	
  basis	
  during	
  the	
  course.	
  	
  
m Other	
  	
  ____________________	
  
	
  

	
  

	
  
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  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.6	
  When	
  creating	
  video(s)	
  for	
  your	
  course	
  are	
  you	
  able	
  to	
  reuse	
  any	
  of	
  the	
  videos	
  
created	
  in	
  future	
  course	
  terms/semesters?	
  
m Each	
  video	
  is	
  only	
  created	
  for	
  the	
  current	
  course	
  term/semester.	
  	
  
m Videos	
  created	
  can	
  be	
  used	
  in	
  future	
  course	
  offerings	
  of	
  the	
  same	
  course.	
  	
  
m Videos	
  created	
  can	
  be	
  used	
  in	
  any	
  future	
  course	
  taught	
  by	
  me	
  (even	
  different	
  
courses).	
  	
  
m Other	
  ____________________	
  
	
  
Branched	
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  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.7	
  Are	
  students	
  able	
  or	
  required	
  to	
  respond	
  to	
  any	
  of	
  your	
  instructor-­‐created	
  
videos?	
  
m Students	
  are	
  able	
  to	
  respond	
  to	
  videos	
  if	
  they	
  choose.	
  	
  
m Students	
  are	
  required	
  to	
  respond	
  to	
  videos.	
  	
  
m Students	
  are	
  not	
  able	
  to	
  respond	
  to	
  videos.	
  	
  
	
  
Branched	
  Section:	
  Only	
  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.8	
  Please	
  indicate	
  any	
  of	
  the	
  following	
  video	
  accessibility	
  features	
  used	
  in	
  
instructor-­‐created	
  videos.	
  (mark	
  all	
  that	
  apply)	
  
q Subtitles	
  	
  
q Transcripts	
  	
  
q Closed	
  captions	
  	
  
q Equitable	
  written	
  text	
  alternative	
  	
  
q Audio	
  only	
  alternative	
  	
  
q None	
  	
  
q Other	
  ____________________	
  
	
  
Branched	
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  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.9	
  How	
  would	
  you	
  rate	
  the	
  quality	
  of	
  the	
  video	
  you	
  created	
  for	
  the	
  course?	
  
m Highest	
  possible	
  quality	
  exceeding	
  expectations	
  	
  
m Good	
  quality	
  meeting	
  expectations	
  	
  
m Poor	
  quality	
  failing	
  to	
  meet	
  expectations	
  	
  
m Unusable	
  and	
  will	
  not	
  use	
  again	
  	
  
m Other	
  ____________________	
  
	
  

	
  

	
  
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  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.10	
  When	
  creating	
  your	
  videos	
  how	
  much	
  consideration	
  is	
  given	
  to	
  your	
  
audience?	
  
m The	
  audience	
  is	
  the	
  central	
  consideration	
  of	
  the	
  video	
  production.	
  	
  
m The	
  audience	
  is	
  important,	
  but	
  the	
  content	
  or	
  subject	
  matter	
  is	
  the	
  central	
  
consideration	
  for	
  video	
  production.	
  	
  
m I	
  don't	
  think	
  about	
  the	
  audience	
  specifically,	
  I	
  just	
  create	
  the	
  video.	
  	
  
m Other	
  	
  ____________________	
  
	
  
Branched	
  Section:	
  Only	
  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.11	
  When	
  creating	
  your	
  own	
  videos	
  what	
  kinds	
  of	
  support	
  do	
  you	
  utilize?	
  (mark	
  
all	
  that	
  apply)	
  
q Online	
  tutorials	
  	
  
q Professional	
  development	
  groups	
  	
  
q Online	
  Learning	
  Center	
  (OLC)	
  	
  
q Colleagues	
  
q Teaching	
  assistants	
  	
  
q I	
  don't	
  utilize	
  any	
  support	
  
q Other	
  ____________________	
  
	
  
Branched	
  Section:	
  Only	
  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.12	
  How	
  would	
  you	
  rate	
  the	
  overall	
  production	
  value	
  of	
  the	
  video	
  you	
  created	
  for	
  
the	
  course?	
  
m High	
  production	
  value	
  with	
  strong	
  visual	
  elements,	
  professional	
  level.	
  	
  
m Moderate	
  production	
  value,	
  could	
  have	
  used	
  stronger	
  visual	
  elements,	
  almost	
  
professional	
  level.	
  	
  
m Low	
  production	
  value,	
  amateur	
  in	
  appearance.	
  	
  
m Other	
  ____________________	
  
	
  
Branched	
  Section:	
  Only	
  visible	
  if	
  Q4.2	
  Indicated	
  Instructor-­‐created	
  video	
  was	
  
selected.	
  
Q8.13	
  Is	
  there	
  anything	
  else	
  you	
  would	
  like	
  to	
  share	
  about	
  your	
  experience	
  creating	
  
your	
  own	
  videos?	
  If	
  so	
  please	
  write	
  about	
  it	
  below.	
  
	
  
End	
  of	
  Branched	
  Section	
  
	
  
Q9.1	
  Reflections	
  on	
  Teaching	
  Online	
  	
  	
  
In	
  this	
  final	
  section	
  of	
  the	
  survey,	
  please	
  take	
  a	
  moment	
  to	
  reflect	
  back	
  on	
  your	
  
online	
  course	
  teaching	
  experience.	
  	
  Is	
  there	
  anything	
  else	
  you	
  would	
  like	
  to	
  add	
  
	
  

	
  
127	
  

	
  

about	
  your	
  experiences	
  using	
  video	
  in	
  online	
  courses	
  or	
  any	
  suggestions	
  you	
  would	
  
like	
  to	
  make	
  regarding	
  support	
  for	
  instructors	
  wanting	
  to	
  use	
  videos	
  in	
  their	
  online	
  
courses?	
  	
  If	
  so,	
  please	
  write	
  about	
  it	
  below.	
  	
  	
  
	
  
	
  
	
  
	
  

	
  

	
  

	
  
128	
  

	
  

APPENDIX	
  B	
  
	
  
	
  
Open-­‐ended	
  Faculty	
  Survey	
  Responses	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  

	
  
129	
  

	
  

Open	
  Ended	
  Reflection	
  Survey	
  Responses	
  
	
  
	
  
Each	
  code	
  (1,	
  2,	
  3,	
  4)	
  corresponds	
  to	
  the	
  associated	
  research	
  question.	
  
	
  
	
  
Table	
  19	
  
	
  
Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q6.6	
  
RQ	
  Code	
   Responses	
  
Q:	
  6.6	
  
Looking	
  back	
  over	
  course	
  experience,	
  was	
  there	
  a	
  specific	
  use	
  of	
  video	
  
that	
  stands	
  out	
  as	
  the	
  most	
  useful/beneficial?	
  
3	
  

2,	
  3	
  

1,	
  2	
  
2,	
  3	
  
2	
  
2	
  
1,	
  2	
  
1,	
  2	
  
2	
  

	
  

I	
  think	
  video	
  is	
  a	
  great	
  way	
  to	
  engage	
  online	
  and	
  in	
  classroom.	
  3rd	
  party	
  
videos	
  can	
  often	
  present	
  information	
  in	
  an	
  interesting	
  way.	
  Students	
  
also	
  share	
  a	
  lot	
  of	
  videos	
  in	
  the	
  discussions.	
  	
  	
  I	
  would	
  like	
  to	
  use	
  videos	
  
more	
  often,	
  however,	
  I've	
  found	
  that	
  the	
  mouth	
  often	
  doesn't	
  keep	
  up	
  
with	
  the	
  audio,	
  plus	
  the	
  video	
  is	
  very	
  low	
  resolution	
  in	
  the	
  
announcements.	
  If	
  you	
  can't	
  really	
  see	
  the	
  person's	
  face,	
  then	
  it	
  doesn't	
  
really	
  have	
  the	
  impact.	
  As	
  a	
  result,	
  I	
  often	
  use	
  audio	
  comments	
  in	
  
assignment	
  feedback	
  instead	
  of	
  video.	
  
	
  
My	
  entire	
  course	
  is	
  structured	
  around	
  a	
  series	
  of	
  interviews	
  with	
  a	
  REAL	
  
client	
  who	
  supplies	
  students	
  with	
  information	
  so	
  they	
  can	
  accomplish	
  
his	
  goals	
  in	
  the	
  marketplace.	
  	
  Students	
  do	
  parts	
  of	
  the	
  project	
  week	
  by	
  
week.	
  	
  I	
  feel	
  these	
  videos	
  	
  help	
  create	
  a	
  real-­‐world	
  experience	
  for	
  
students.	
  	
  	
  
	
  
Introduction	
  to	
  the	
  course	
  -­‐	
  including	
  grading	
  policies.	
  Introduction	
  to	
  
the	
  professor	
  (me,	
  of	
  course)	
  as	
  I	
  don't	
  see	
  my	
  students	
  face-­‐to-­‐face.	
  
	
  
Students	
  could	
  "meet"	
  important	
  people	
  in	
  the	
  field,	
  not	
  just	
  read	
  about	
  
them.	
  
To	
  connect	
  with	
  students	
  and	
  to	
  explain	
  challenging	
  concepts	
  and	
  
expectations	
  
It	
  is	
  beneficial	
  to	
  stop	
  a	
  video	
  for	
  instructor	
  to	
  add	
  to	
  content,	
  clarify	
  or	
  
build	
  on	
  talking	
  points.	
  	
  This	
  time	
  is	
  also	
  very	
  beneficial	
  to	
  ask	
  and	
  
answer	
  student	
  questions	
  arising	
  from	
  video.	
  
Videos	
  used	
  to	
  explain	
  difficult	
  concepts	
  are	
  very	
  helpful	
  and	
  it	
  gives	
  
students	
  a	
  break	
  from	
  the	
  textbook	
  and	
  online	
  reading.	
  
Creating	
  augmented	
  reality	
  projects	
  and	
  learning	
  Jing	
  
The	
  video	
  helps	
  students	
  who	
  are	
  visual	
  learners.	
  	
  It	
  helps	
  them	
  to	
  see	
  
and	
  hear	
  the	
  concepts	
  and	
  reinforces	
  the	
  learning	
  process.	
  	
  Movie	
  clips	
  
that	
  I	
  have	
  used	
  also	
  show	
  the	
  application	
  of	
  the	
  concept	
  in	
  a	
  situation	
  
which	
  is	
  very	
  beneficial	
  for	
  students.	
  
	
  
(continued)	
  
	
  
130	
  

	
  

Table	
  19	
  (cont’d)	
  
2	
  
I	
  like	
  to	
  create	
  a	
  tour	
  of	
  the	
  course	
  at	
  the	
  beginning	
  of	
  week	
  1	
  to	
  show	
  
	
  
them	
  how	
  I	
  have	
  it	
  organized	
  and	
  I	
  create	
  a	
  screencast	
  of	
  each	
  
assignment	
  to	
  make	
  sure	
  there	
  is	
  no	
  confusion	
  as	
  to	
  what	
  I	
  expect.	
  
2,	
  3	
  
Interviews	
  of	
  practioners	
  in	
  the	
  field.	
  
	
  
2,	
  3	
  
For	
  me,	
  I	
  use	
  video	
  primarily	
  to	
  link	
  students	
  to	
  interesting	
  examples	
  of	
  
the	
  concepts	
  under	
  discussion,	
  and	
  for	
  virtual	
  office	
  hours.	
  
	
  
2,	
  3	
  
I	
  offered	
  the	
  videos	
  to	
  provide	
  outside,	
  relevant	
  information.	
  Students	
  
who	
  took	
  advantage	
  of	
  the	
  videos	
  appreciated	
  them	
  and	
  provided	
  
positive	
  feedback.	
  Those	
  who	
  didn't,	
  it's	
  their	
  loss.	
  
	
  
2	
  
Any	
  time	
  students	
  can	
  "see"	
  what	
  one	
  is	
  trying	
  to	
  teach	
  it	
  is	
  more	
  
powerful.	
  
	
  
1	
  
Used	
  a	
  PBS	
  video	
  on	
  the	
  mentally	
  ill	
  in	
  the	
  criminal	
  justice	
  system.	
  	
  It	
  
validated	
  the	
  problem,	
  which	
  is	
  often	
  not	
  recognized,	
  with	
  students.	
  	
  
Used	
  it	
  as	
  a	
  lead	
  into	
  a	
  weekly	
  discussion	
  board	
  question.	
  
	
  
2	
  
Provides	
  a	
  means	
  to	
  cover	
  the	
  material	
  in	
  more	
  detail.	
  
	
  
2,	
  3	
  
I	
  have	
  had	
  a	
  number	
  of	
  students	
  write	
  me	
  or	
  write	
  on	
  the	
  evaluations	
  
that	
  the	
  Instructor	
  video	
  as	
  an	
  introduction	
  really	
  helped	
  them	
  get	
  
started	
  in	
  the	
  course.	
  Other	
  documentaries	
  I	
  have	
  used	
  always	
  enhance	
  
my	
  courses-­‐-­‐both	
  in-­‐class	
  and	
  online.	
  
	
  
2	
  
YouTube	
  video	
  on	
  2008	
  US	
  sub	
  prime	
  mortgage	
  situation	
  was	
  helpful.	
  
	
  
2	
  
My	
  use	
  of	
  various	
  video	
  content	
  is	
  tied	
  directly	
  to	
  the	
  objectives	
  of	
  a	
  
given	
  module	
  or	
  lesson.	
  No	
  specific	
  type	
  stands	
  out	
  for	
  me	
  in	
  the	
  
abstract.	
  
	
  
2	
  
I	
  used	
  it	
  to	
  record	
  a	
  lecture	
  during	
  a	
  holiday	
  week	
  when	
  we	
  had	
  to	
  cancel	
  
class	
  in	
  lieu	
  of	
  my	
  normal	
  full	
  class	
  lectures.	
  
	
  
2,	
  3	
  
I	
  show	
  a	
  movie	
  on	
  the	
  Grameen	
  Bank.	
  The	
  actual	
  content	
  of	
  the	
  film	
  is	
  
not	
  the	
  point,	
  although	
  the	
  students	
  seem	
  to	
  love	
  learning	
  about	
  this	
  
process.	
  What	
  they	
  must	
  focus	
  on	
  is	
  how	
  the	
  bank	
  employees	
  
communicate	
  with	
  uneducated	
  rural	
  Bangladeshi	
  women.	
  We	
  hen	
  apply	
  
those	
  communications	
  techniques	
  to	
  the	
  final	
  project.	
  It	
  is	
  an	
  eye-­‐opener	
  
for	
  many	
  students	
  who	
  know	
  nothing	
  of	
  the	
  developing	
  world.	
  
	
  
(continued)	
  
	
  

	
  

	
  
131	
  

	
  

Table	
  19	
  (cont’d)	
  
1,	
  2,	
  3	
  
Hans	
  Rosling’s	
  TED	
  talks	
  on	
  world	
  population	
  growth	
  trends	
  have	
  been	
  
very	
  helpful	
  to	
  dispel	
  myths	
  and	
  stereotypes	
  in	
  my	
  courses	
  because	
  of	
  
the	
  outstanding	
  use	
  of	
  visual	
  aids	
  to	
  explain	
  the	
  data	
  much	
  more	
  
effectively	
  than	
  any	
  reading	
  I’ve	
  found.	
  	
  In	
  particular,	
  Religion	
  and	
  
Babies	
  and	
  also	
  Global	
  Population	
  Growth	
  Box	
  by	
  Box	
  
https://www.ted.com/speakers/hans_rosling	
  
	
  
2,	
  3	
  
The	
  most	
  beneficial	
  way	
  to	
  use	
  videos	
  that	
  I've	
  encountered	
  is	
  to	
  show	
  
the	
  religious	
  traditions	
  we	
  are	
  learning	
  about	
  in	
  practice:	
  e.g.,	
  a	
  short	
  
clip	
  of	
  a	
  given	
  religious	
  ritual.	
  Many	
  students	
  find	
  these	
  short	
  clips	
  
engaging	
  and	
  opt	
  to	
  write	
  about	
  them	
  later	
  -­‐-­‐	
  but	
  it's	
  also	
  educationally	
  
important	
  to	
  see	
  the	
  discrepancies	
  between	
  a	
  textbook	
  account	
  of	
  
practice	
  and	
  the	
  way	
  actual	
  practitioners	
  practice	
  (we	
  have	
  several	
  
assignments	
  designed	
  to	
  get	
  at	
  this	
  as	
  well).	
  
	
  
2	
  
Once	
  students	
  have	
  mastered	
  course	
  content,	
  they	
  view	
  a	
  movie	
  selected	
  
specifically	
  for	
  the	
  topic	
  (example:	
  	
  body	
  language)	
  and	
  respond	
  to	
  
questions	
  designed	
  to	
  measure	
  how	
  well	
  the	
  student	
  is	
  able	
  to	
  apply	
  
what	
  he	
  or	
  she	
  has	
  learned	
  to	
  "live"	
  situations	
  captured	
  on	
  video.	
  
	
  
2	
  
A	
  previous	
  instructor	
  imbedded	
  video	
  in	
  another	
  online	
  course	
  I	
  teach.	
  I	
  
find	
  these	
  videos	
  very	
  helpful	
  as	
  a	
  learning	
  mechanisms	
  for	
  my	
  students.	
  
They	
  provide	
  additional	
  information	
  on	
  course	
  concepts	
  since	
  students	
  
can	
  see	
  and	
  hear	
  real-­‐life	
  examples.	
  
	
  
1,	
  2	
  
I	
  offer	
  to	
  Skype	
  with	
  anyone	
  in	
  the	
  course	
  to	
  get	
  to	
  know	
  the	
  participants	
  
better	
  and	
  to	
  provide	
  a	
  platform	
  to	
  explain	
  difficult	
  concepts	
  face-­‐to-­‐
face.	
  My	
  experience	
  now	
  over	
  5	
  classes	
  and	
  around	
  50	
  students	
  is	
  that	
  
less	
  than	
  10%	
  are	
  interested	
  in	
  doing	
  tis.	
  
	
  
2	
  
Other	
  experts	
  in	
  the	
  field	
  providing	
  their	
  input	
  on	
  a	
  specific	
  topic	
  
	
  
2	
  
Less	
  reading.	
  	
  Previously	
  I	
  would	
  try	
  to	
  write	
  up	
  the	
  information	
  and	
  it	
  
was	
  difficult	
  to	
  assess	
  and	
  read.	
  	
  A	
  video	
  resolves	
  that	
  with	
  audio,	
  visual	
  
images.	
  
	
  
3	
  
The	
  videos	
  I	
  use	
  provide	
  practioner	
  insight.	
  	
  The	
  student	
  then	
  
understands	
  how	
  theories	
  and	
  rules	
  relate	
  to	
  the	
  real	
  world.	
  
	
  
2	
  
Greater	
  understanding	
  
	
  
	
  
	
  
(continued)	
  

	
  

	
  
132	
  

	
  

Table	
  19	
  (cont’d)	
  
2,	
  3	
  
Third-­‐party	
  video.	
  	
  Integration	
  of	
  resources	
  beyond	
  the	
  textbook	
  helps	
  
to	
  deepen	
  the	
  learning	
  process.	
  	
  This	
  allows	
  for	
  more	
  student	
  interaction	
  
in	
  group	
  discussions	
  as	
  well	
  as	
  student	
  engagement	
  throughout	
  the	
  
course.	
  
	
  
2	
  
I	
  feel	
  the	
  students	
  enjoy	
  having	
  the	
  option	
  to	
  use	
  it	
  for	
  their	
  discussions	
  
in	
  situations	
  when	
  they	
  want	
  to	
  be	
  able	
  to	
  convey	
  their	
  opinion	
  and	
  
make	
  sure	
  that	
  their	
  tone	
  is	
  not	
  misconstrued.	
  	
  I	
  use	
  self-­‐made	
  videos	
  in	
  
the	
  beginning	
  of	
  the	
  course	
  to	
  explain	
  my	
  expectations	
  for	
  the	
  course	
  in	
  
an	
  effort	
  to	
  make	
  things	
  clear	
  to	
  the	
  students,	
  but	
  I	
  have	
  observed	
  that	
  
many	
  of	
  them	
  will	
  skip	
  over	
  it.	
  
	
  
1	
  
Professor	
  vid's	
  that	
  define	
  the	
  weekly	
  assignments	
  and	
  discussion	
  
threads.	
  	
  Video's	
  from	
  YouTube	
  that	
  interpret	
  and	
  explain	
  certain	
  
elements	
  of	
  the	
  course.	
  
	
  
1	
  
Introduction	
  and	
  key	
  concepts	
  
	
  
1,	
  2	
  
I	
  use	
  video	
  in	
  a	
  number	
  of	
  ways	
  in	
  the	
  course:	
  1.	
  I	
  record	
  short	
  (less	
  than	
  
a	
  minute)	
  mini-­‐lectures	
  that	
  generally	
  frame	
  a	
  unit	
  for	
  the	
  student	
  2.	
  I	
  
use	
  my	
  iPhone	
  to	
  capture	
  short	
  (less	
  than	
  a	
  minute)	
  "expert	
  lectures"	
  
that	
  I	
  add	
  to	
  the	
  course	
  3.	
  I	
  have	
  also	
  recorded	
  Skype	
  interviews	
  with	
  
experts	
  who	
  reinforce	
  the	
  material	
  in	
  the	
  course	
  or	
  add	
  to	
  it.	
  
	
  
	
  
	
  
	
  
	
  
Table	
  20	
  
	
  
Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q7.13	
  
RQ	
  Code	
   Responses	
  
Q7.13	
  
Is	
  there	
  anything	
  else	
  you	
  would	
  like	
  to	
  say	
  about	
  your	
  own	
  experience	
  
working	
  with	
  video	
  in	
  your	
  online	
  course?	
  
	
  
3	
  
I	
  teach	
  at	
  another	
  university	
  who	
  uses	
  video	
  as	
  part	
  of	
  the	
  curriculum.	
  
Although	
  I	
  am	
  not	
  part	
  of	
  those	
  videos	
  (faculty	
  at	
  main	
  campus),	
  I	
  
believe	
  students	
  benefit	
  from	
  hearing	
  someone	
  talk	
  about	
  the	
  material	
  
rather	
  than	
  just	
  reading	
  material.	
  I	
  do	
  believe,	
  however,	
  that	
  the	
  videos	
  
are	
  'dry'	
  and	
  could	
  use	
  some	
  'help'	
  to	
  make	
  them	
  more	
  engaging.	
  
	
  
1	
  
I	
  do	
  use	
  videos	
  in	
  my	
  online	
  course	
  nor	
  in	
  my	
  in-­‐person	
  classes.	
  
	
  
(continued)	
  
	
  

	
  
133	
  

	
  

Table	
  20	
  (cont’d)	
  
4	
  
It	
  would	
  be	
  helpful	
  to	
  faculty	
  if	
  a	
  resource	
  on	
  best	
  practices	
  for	
  
incorporating	
  video	
  into	
  the	
  online	
  classroom	
  were	
  available,	
  as	
  well	
  as	
  
suggested	
  strategies	
  and	
  an	
  explanation	
  of	
  pedagogical	
  rationale	
  as	
  to	
  
when	
  using	
  video	
  is	
  appropriate.	
  
	
  
4	
  
I	
  welcome	
  training	
  on	
  recording	
  and	
  editing.	
  
	
  
4	
  
I	
  have	
  a	
  lot	
  of	
  students	
  who	
  are	
  in	
  foreign	
  countries.	
  The	
  bandwidth	
  in	
  
those	
  countries	
  makes	
  it	
  the	
  use	
  of	
  video	
  very	
  problematic.	
  China,	
  for	
  
instance,	
  blocks	
  all	
  video.	
  Even	
  if	
  it	
  were	
  not	
  blocked,	
  the	
  bandwidth	
  is	
  
very	
  poor	
  making	
  it	
  nearly	
  impossible	
  o	
  view	
  video.	
  Students	
  in	
  
Afghanistan	
  have	
  thanked	
  me	
  for	
  being	
  sensitive	
  to	
  this	
  issue.	
  I	
  have	
  also	
  
personally	
  taken	
  classes	
  while	
  overseas.	
  The	
  video	
  components	
  of	
  those	
  
classes	
  were	
  completely	
  useless	
  because	
  of	
  bandwidth	
  issues.	
  Even	
  in	
  
the	
  US,	
  I	
  teach	
  [university]	
  courses	
  at	
  Walmart.	
  Walmart's	
  internal	
  
security	
  can	
  make	
  even	
  PowerPoint	
  presentations	
  difficult.	
  I	
  hope	
  this	
  
helps.	
  
	
  
2,	
  4	
  
I	
  believe	
  video	
  is	
  a	
  valuable	
  tool	
  for	
  the	
  courses	
  and	
  would	
  suggest	
  we	
  
promote	
  innovative	
  ways	
  to	
  continue	
  to	
  incorporate	
  video	
  in	
  the	
  
courses.	
  
4	
  
I	
  designed	
  and	
  taught	
  the	
  first	
  few	
  online	
  courses	
  in	
  International	
  
Relations.	
  the	
  help	
  I	
  received	
  in	
  those	
  first	
  years	
  was	
  professional,	
  top-­‐
notch	
  and	
  very	
  kind	
  to	
  a	
  novice.	
  	
  However,	
  I	
  have	
  noted	
  that	
  recently	
  the	
  
online	
  office	
  is	
  not	
  as	
  available	
  to	
  me	
  as	
  in	
  the	
  first	
  years-­‐-­‐so	
  I	
  do	
  not	
  add	
  
as	
  many	
  videos	
  as	
  I	
  once	
  did	
  because	
  getting	
  help	
  is	
  more	
  difficult.	
  	
  	
  That	
  
is	
  a	
  shame	
  because	
  the	
  help	
  provided	
  by	
  [university]	
  Online	
  set	
  it	
  apart	
  
from	
  other	
  Universities.	
  The	
  program	
  was	
  a	
  level	
  above	
  others	
  because	
  
the	
  faculty	
  were	
  more	
  prepared	
  to	
  teach	
  online	
  and	
  could	
  get	
  help	
  to	
  
improve	
  their	
  courses.	
  If,	
  as	
  with	
  all	
  other	
  cuts,	
  the	
  level	
  of	
  help	
  at	
  
[university]	
  becomes	
  limited,	
  the	
  online	
  program	
  will	
  suffer.	
  
	
  
4	
  
My	
  time	
  is	
  limited	
  so	
  I	
  have	
  to	
  use	
  my	
  time	
  wisely.	
  
	
  
1,	
  2	
  
I	
  teach	
  Camtasia	
  (beginning	
  and	
  advanced),	
  am	
  proficient	
  with	
  Premiere	
  
Pro,	
  and	
  do	
  video	
  work	
  for	
  my	
  full-­‐time	
  position	
  at	
  a	
  major	
  university	
  -­‐	
  
plus	
  video	
  work	
  on	
  the	
  side.	
  I'm	
  still	
  learning,	
  but	
  am	
  immersed	
  in	
  
educational	
  videos	
  almost	
  on	
  a	
  daily	
  basis.	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
(continued)	
  

	
  

	
  
134	
  

	
  

Table	
  20	
  (cont’d)	
  
4	
  
Students	
  like	
  to	
  watch	
  videos,	
  but	
  most	
  of	
  them	
  are	
  creating	
  their	
  own	
  
videos,	
  nor	
  do	
  they	
  seem	
  to	
  want	
  to	
  interact	
  like	
  that.	
  I've	
  had	
  several	
  
communicate	
  that	
  they	
  enjoyed	
  my	
  audio	
  comments	
  on	
  their	
  
assignments.	
  As	
  far	
  as	
  creating	
  short	
  videos	
  in	
  Canvas	
  I've	
  found	
  quality	
  
to	
  be	
  lacking.	
  The	
  videos	
  for	
  announcements,	
  for	
  example,	
  are	
  low	
  
resolution	
  and	
  really	
  blurry,	
  plus	
  the	
  timing	
  is	
  off	
  with	
  the	
  audio.	
  I've	
  
even	
  used	
  my	
  own	
  higher	
  resolution	
  recording	
  and	
  uploaded	
  it	
  with	
  the	
  
same	
  results.	
  
	
  
1,	
  2,	
  4	
  
I	
  think	
  it	
  was	
  great	
  to	
  create	
  and	
  use	
  original	
  videos	
  for	
  my	
  class,	
  but	
  it	
  is	
  
very	
  time-­‐consuming.	
  	
  	
  	
  There	
  are	
  so	
  many	
  wonderful	
  technologies	
  
possible,	
  but	
  many	
  of	
  my	
  colleagues	
  say	
  that	
  they	
  	
  DON'T	
  use	
  all	
  the	
  
"bells	
  &	
  whistles"	
  because	
  the	
  deadlines	
  are	
  too	
  tight	
  to	
  develop	
  courses	
  
with	
  this	
  kind	
  of	
  customization.	
  	
  	
  	
  	
  Also,	
  the	
  pay	
  is	
  extremely	
  low	
  to	
  
develop	
  a	
  class	
  with	
  original	
  content.	
  	
  For	
  example,	
  the	
  adjunct	
  who	
  
taught	
  a	
  section	
  of	
  my	
  class	
  was	
  paid	
  $3,500.	
  	
  	
  	
  To	
  develop	
  the	
  class,	
  I	
  
was	
  paid	
  $2500.	
  	
  This	
  really	
  does	
  not	
  make	
  sense.	
  
	
  
1,	
  2,	
  4	
  
I	
  found	
  it	
  much	
  more	
  difficult	
  to	
  prepare	
  a	
  short	
  introduction	
  to	
  myself	
  
and	
  the	
  course	
  using	
  the	
  Canvas	
  built-­‐in	
  video	
  recording	
  feature	
  than	
  I	
  
have	
  speaking	
  in	
  front	
  of	
  a	
  face-­‐to-­‐face	
  class,	
  as	
  a	
  result	
  of	
  which	
  I	
  simply	
  
gave	
  up	
  my	
  original	
  idea	
  of	
  trying	
  to	
  prepare	
  short	
  video	
  lectures	
  on	
  the	
  
course	
  content.	
  	
  Recently,	
  however,	
  a	
  colleague	
  told	
  me	
  that	
  he	
  had	
  
simply	
  videotaped	
  one	
  of	
  his	
  lectures	
  in	
  a	
  face-­‐to-­‐face	
  class	
  and	
  posted	
  it	
  
online,	
  which	
  I	
  think	
  is	
  a	
  great	
  idea.	
  I'd	
  like	
  to	
  try	
  that	
  approach.	
  
	
  
4	
  
Adjuncts	
  are	
  basically	
  on	
  their	
  own	
  when	
  it	
  comes	
  to	
  technology.	
  We	
  
aren't	
  provided	
  any	
  equipment,	
  connectivity,	
  or	
  training	
  so	
  we	
  have	
  to	
  
work	
  with	
  whatever	
  we	
  have	
  or	
  can	
  afford.	
  	
  Increasing	
  the	
  use	
  of	
  
technology	
  by	
  adjuncts	
  would	
  require	
  the	
  school	
  to	
  provide	
  the	
  
necessary	
  equipment,	
  or	
  access	
  to	
  it,	
  in	
  order	
  to	
  succeed.	
  
	
  
4	
  
I	
  have	
  learned	
  a	
  lot	
  through	
  the	
  years,	
  but	
  I	
  don't	
  want	
  to	
  be	
  an	
  expert	
  in	
  
this.	
  i	
  just	
  want	
  help	
  from	
  an	
  expert	
  to	
  make	
  it	
  happen.	
  I	
  have	
  other	
  
things	
  to	
  do.	
  
	
  
4	
  
I	
  would	
  like	
  more	
  support/tools	
  in	
  how	
  to	
  develop	
  my	
  own	
  professional	
  
videos	
  for	
  online	
  course	
  content.	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
(continued)	
  

	
  

	
  
135	
  

	
  

Table	
  20	
  (cont’d)	
  
1,	
  4	
  
I	
  am	
  not	
  using	
  video	
  in	
  my	
  courses	
  but	
  have	
  used	
  video	
  in	
  a	
  leadership	
  
class	
  where	
  green	
  screens	
  were	
  captured	
  and	
  implemented	
  for	
  short	
  
discussions.	
  I	
  would	
  like	
  to	
  implement	
  some	
  of	
  these	
  techniques	
  into	
  my	
  
management	
  courses	
  in	
  the	
  future.	
  
	
  
3	
  
Video	
  is	
  very	
  important	
  to	
  engage	
  the	
  student.	
  It	
  is	
  also	
  one	
  of	
  the	
  
reasons	
  that	
  I	
  am	
  particularly	
  interested	
  in	
  working	
  in	
  the	
  online	
  
environment.	
  I	
  am	
  looking	
  for	
  ways	
  to	
  translate	
  my	
  30+	
  years	
  of	
  face-­‐to-­‐
face	
  teaching	
  to	
  the	
  video	
  environment.	
  
	
  
2	
  
I	
  am	
  not	
  the	
  (mentor)	
  for	
  this	
  course	
  and	
  do	
  not	
  have	
  development	
  
rights;	
  I	
  only	
  teach	
  it.	
  	
  I	
  try	
  to	
  modify	
  tools	
  and	
  materials	
  each	
  semester	
  
to	
  augment	
  the	
  course,	
  but	
  these	
  are	
  temporary.	
  	
  All	
  courses	
  need	
  to	
  be	
  
reviewed	
  for	
  appropriate	
  content	
  and	
  methodology.	
  
	
  
4	
  
I	
  took	
  this	
  survey	
  with	
  reference	
  to	
  the	
  online	
  course	
  I've	
  taught	
  most	
  
recently:	
  I	
  was	
  not	
  the	
  primary	
  developer	
  on	
  that	
  course,	
  nor	
  am	
  I	
  paid	
  
to	
  develop	
  or	
  revise	
  it,	
  so	
  while	
  I	
  invest	
  a	
  lot	
  of	
  time	
  each	
  term	
  in	
  
bringing	
  the	
  content	
  up	
  to	
  my	
  own	
  standards	
  (up-­‐to-­‐date,	
  no	
  typos,	
  
questions	
  and	
  lectures	
  and	
  assignments	
  framed	
  in	
  the	
  way	
  I	
  prefer),	
  I	
  
have	
  not	
  invested	
  much	
  time	
  in	
  recording	
  and/or	
  editing	
  my	
  own	
  videos	
  
because	
  there	
  is	
  no	
  guarantee	
  that	
  they	
  would	
  be	
  useful	
  once	
  the	
  master	
  
course	
  is	
  again	
  updated.	
  (I	
  do	
  hunt	
  up	
  third-­‐party	
  video	
  to	
  enhance	
  the	
  
course	
  content;	
  sometimes	
  I	
  embed	
  clips	
  if	
  I	
  anticipate	
  using	
  them	
  
repeatedly.)	
  When	
  I	
  was	
  paid	
  to	
  develop	
  a	
  online	
  course	
  several	
  years	
  
ago,	
  by	
  contrast,	
  I	
  happily	
  invested	
  a	
  lot	
  of	
  time	
  in	
  making	
  and	
  editing	
  
my	
  own	
  videos.	
  
	
  
	
  
(continued)	
  

	
  

	
  

	
  

	
  
136	
  

	
  

Table	
  20	
  (cont’d)	
  
1,	
  4	
  
The	
  only	
  reason	
  I	
  do	
  not	
  have	
  any	
  instructor	
  made	
  videos	
  in	
  my	
  courses	
  
is	
  because	
  I	
  am	
  nervous	
  about	
  it.	
  	
  But	
  I	
  know	
  I	
  need	
  to	
  get	
  over	
  that.	
  	
  I	
  
have	
  storyboarded	
  ideas	
  that	
  I	
  want	
  to	
  flesh	
  out	
  with	
  Camtasia	
  this	
  year.	
  	
  	
  	
  
I	
  know	
  that	
  [university]	
  has	
  outstanding	
  resources	
  for	
  the	
  whole	
  
technical	
  side	
  of	
  creating	
  the	
  videos	
  at	
  the	
  OLC,	
  but	
  I'm	
  not	
  sure	
  that	
  
most	
  (at	
  least	
  adjunct)	
  instructors	
  do.	
  	
  	
  	
  Using	
  join.me	
  for	
  working	
  
through	
  assignment	
  problems	
  with	
  students	
  in	
  video	
  chats	
  has	
  been	
  
incredibly	
  helpful.	
  	
  I	
  is	
  very	
  hard	
  to	
  talk	
  about	
  multi-­‐tab	
  spreadsheets	
  
and	
  equations	
  over	
  the	
  phone.	
  	
  	
  	
  I	
  don't	
  use	
  synchronous	
  video	
  in	
  my	
  
courses	
  because	
  my	
  students	
  are	
  always	
  spread	
  around	
  the	
  globe	
  and	
  
have	
  crazy	
  work	
  schedules.	
  	
  The	
  appeal	
  of	
  online	
  learning	
  for	
  them	
  i	
  that	
  
they	
  get	
  to	
  do	
  it	
  at	
  their	
  convenience	
  rather	
  than	
  at	
  a	
  set	
  time.	
  	
  The	
  
carefully	
  curated	
  videos	
  that	
  I	
  use	
  throughout	
  my	
  weekly	
  course	
  content	
  
and	
  also	
  in	
  my	
  comments	
  in	
  discussion	
  serve	
  as	
  the	
  most	
  ideal	
  guest	
  
speakers	
  (with	
  TED	
  talks)	
  or	
  to	
  graphically	
  and	
  simply	
  convey	
  complex	
  
ideas	
  and	
  concepts.	
  	
  Students	
  constantly	
  express	
  thanks	
  for	
  them	
  to	
  
break	
  up	
  all	
  the	
  reading.	
  	
  It	
  creates	
  a	
  more	
  engaging	
  course.	
  	
  I	
  believe	
  it	
  
is	
  a	
  culturally	
  important	
  evolution	
  in	
  learning.	
  It	
  increases	
  engagement,	
  
which	
  increases	
  knowledge	
  and	
  understanding.	
  	
  I	
  use	
  it	
  in	
  big	
  and	
  also	
  
very	
  small	
  ways	
  (For	
  example,	
  if	
  I	
  mention	
  a	
  book	
  in	
  discussion,	
  I'll	
  link	
  
to	
  the	
  book	
  trailer.	
  )	
  	
  I	
  know	
  that	
  students	
  are	
  clicking	
  through	
  and	
  
watching	
  because	
  of	
  their	
  comments	
  in	
  discussion.	
  To	
  not	
  use	
  video	
  in	
  
screen-­‐based	
  education	
  would	
  ludicrous	
  and	
  limiting.	
  
	
  
4	
  
Videos	
  can	
  require	
  bandwidth	
  as	
  well	
  as	
  consuming	
  monthly	
  download	
  
limits,	
  not	
  all	
  students	
  have	
  campus	
  grade	
  Internet	
  access	
  and	
  videos	
  
could	
  be	
  both	
  time	
  consuming	
  and	
  expensive	
  for	
  them.	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  
137	
  

	
  

Table	
  21	
  
	
  
Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q8.13	
  
RQ	
  Code	
   Responses	
  
Q8.13	
  
Is	
  there	
  anything	
  else	
  you	
  would	
  like	
  to	
  share	
  about	
  your	
  experience	
  
creating	
  your	
  own	
  videos?	
  
1,	
  4	
  
If	
  I	
  had	
  more	
  time,	
  I	
  would	
  incorporate	
  more	
  multimedia	
  into	
  my	
  screen	
  
capture	
  videos	
  (talking	
  head,	
  relevant	
  images,	
  b-­‐roll)	
  but	
  time	
  has	
  been	
  
an	
  issue.	
  I	
  hope	
  to	
  incorporate	
  some	
  of	
  these	
  changes	
  over	
  the	
  summer.	
  	
  
I	
  also	
  aspire	
  to	
  create	
  a	
  video	
  introduction	
  for	
  each	
  of	
  the	
  weekly	
  
modules,	
  but	
  this	
  is	
  merely	
  an	
  aspiration.	
  I	
  have	
  the	
  technical	
  know-­‐how	
  
to	
  do	
  it,	
  it's	
  again	
  a	
  matter	
  of	
  time	
  as	
  video	
  production	
  can	
  be	
  a	
  time	
  
consuming	
  process.	
  
	
  
4	
  
Please	
  help	
  me.	
  
	
  
4	
  
I	
  need	
  to	
  re-­‐shoot	
  all	
  of	
  the	
  videos,	
  as	
  my	
  expertise	
  has	
  improved	
  greatly	
  
since	
  I	
  made	
  them.	
  But,	
  there	
  is	
  currently	
  no	
  development	
  time	
  for	
  me	
  to	
  
do	
  so.	
  
	
  
1,	
  4	
  
As	
  I	
  stated	
  on	
  the	
  previous	
  page,	
  I	
  found	
  it	
  very	
  difficult	
  to	
  prepare	
  even	
  
a	
  very	
  short	
  introductory	
  video,	
  and	
  thus	
  gave	
  up	
  on	
  the	
  idea	
  of	
  
preparing	
  longer	
  video	
  lectures	
  on	
  the	
  course	
  content.	
  
	
  
1,	
  2	
  
I	
  am	
  clarifying	
  material	
  they	
  already	
  have	
  as	
  text	
  in	
  the	
  video.	
  I	
  find	
  that	
  
reinforces	
  the	
  importance	
  of	
  the	
  text	
  material	
  and	
  the	
  students	
  prefer	
  to	
  
watch	
  rather	
  than	
  read.	
  I	
  am	
  such	
  an	
  amateur	
  I	
  don't	
  have	
  much	
  sparkle	
  
in	
  the	
  videos	
  -­‐	
  just	
  me	
  explaining	
  what	
  I	
  want	
  them	
  to	
  understand.	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  
138	
  

	
  

Table	
  22	
  
	
  
Open-­‐ended	
  Instructor	
  Reflection	
  Responses	
  for	
  Q9.1	
  
RQ	
  Code	
   Responses	
  
Q9.1	
  
Is	
  there	
  anything	
  else	
  you	
  would	
  like	
  to	
  add	
  about	
  your	
  experiences	
  
using	
  video	
  in	
  online	
  courses	
  or	
  any	
  suggestions	
  you	
  would	
  like	
  to	
  make	
  
regarding	
  support	
  for	
  instructors	
  wanting	
  to	
  use	
  video	
  in	
  their	
  online	
  
course?	
  
	
  
2,	
  3	
  
My	
  main	
  suggestion	
  is	
  that	
  videos	
  need	
  to	
  be	
  short-­‐-­‐if	
  you	
  have	
  a	
  lot	
  of	
  
content	
  that	
  want	
  to	
  convey	
  via	
  video,	
  break	
  a	
  longer	
  video	
  down	
  into	
  
smaller	
  parts.	
  I	
  think	
  that	
  student	
  attention	
  waivers	
  if	
  the	
  video	
  is	
  more	
  
than	
  a	
  few	
  minutes	
  long.	
  
	
  
1	
  
There	
  is	
  a	
  site	
  called	
  "TubeChop"	
  that	
  allows	
  users	
  to	
  "chop"	
  YouTube	
  
segments.	
  I	
  think	
  this	
  site	
  is	
  particularly	
  useful	
  for	
  online	
  courses,	
  as	
  the	
  
instructor	
  can	
  "chop"	
  exactly	
  what	
  he/she	
  wants	
  from	
  a	
  YouTube	
  video.	
  
This	
  is	
  good	
  for	
  the	
  modular	
  nature	
  o	
  much	
  of	
  online	
  learning.	
  
	
  
4	
  
The	
  school	
  needs	
  to	
  provide	
  some	
  tools.	
  At	
  this	
  time	
  we	
  must	
  find	
  all	
  of	
  
our	
  own	
  technology	
  and	
  connectivity.	
  
	
  
4	
  
It	
  would	
  help	
  to	
  include	
  video	
  business	
  simulations	
  that	
  really	
  link	
  the	
  
theory	
  to	
  the	
  action	
  of	
  the	
  subject	
  matter.	
  
	
  
4	
  
Much	
  of	
  what	
  I	
  would	
  have	
  said	
  I	
  have	
  already	
  stated	
  in	
  earlier	
  parts	
  of	
  
this	
  survey.	
  	
  I	
  will	
  add	
  that	
  any	
  resources	
  that	
  might	
  be	
  developed	
  in	
  
support	
  of	
  our	
  online	
  instructors	
  would	
  also	
  be	
  of	
  great	
  benefit	
  to	
  faculty	
  
who	
  teach	
  in	
  face-­‐to-­‐face	
  environments	
  as	
  well.	
  
	
  
2,	
  3	
  
Most	
  videos	
  are	
  value	
  added	
  to	
  explain	
  a	
  concept	
  or	
  thought	
  to	
  students.	
  	
  
As	
  long	
  as	
  they	
  are	
  short	
  (5-­‐15	
  mins)	
  they	
  will	
  be	
  viewed	
  by	
  most	
  
students.	
  	
  Longer	
  videos	
  lose	
  their	
  attention.	
  
	
  
4	
  
Give	
  new	
  online	
  instructors	
  the	
  opportunity	
  to	
  practice	
  embedding	
  
videos	
  prior	
  to	
  teaching	
  online.	
  
	
  
4	
  
Time	
  is	
  a	
  major	
  factor	
  in	
  making	
  video	
  viewing	
  voluntary.	
  
	
  
	
  
(continued)	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  
139	
  

	
  

Table	
  22	
  (cont’d)	
  
2,	
  4	
  
Online	
  teaching	
  is	
  different...not	
  different	
  bad...but	
  different.	
  The	
  student	
  
is	
  often	
  different	
  with	
  different	
  needs.	
  One	
  cannot	
  teach	
  online	
  students	
  
as	
  one	
  does	
  face-­‐to-­‐face	
  students.	
  Also,	
  the	
  time	
  commitment	
  is	
  more,	
  
not	
  less.	
  They	
  need	
  our	
  presence	
  ally	
  with	
  "high	
  touch"	
  so	
  they	
  feel	
  what	
  
they	
  might	
  feel	
  in	
  the	
  traditional	
  classroom	
  but	
  without	
  hovering	
  or	
  
being	
  too	
  intrusive	
  to	
  allow	
  free	
  communication,	
  dialog,	
  and	
  sharing.	
  
	
  
1,	
  2	
  
I	
  support	
  the	
  use	
  of	
  video	
  in	
  online	
  courses.	
  	
  Personally,	
  I	
  want	
  to	
  
include	
  more	
  instructor	
  and	
  student	
  videos	
  in	
  the	
  course	
  in	
  the	
  coming	
  
years.	
  
	
  
2	
  
I	
  suspect	
  a	
  common	
  thought	
  is,	
  "Why	
  should	
  I	
  reinvent	
  the	
  wheel?	
  If	
  
there	
  is	
  a	
  video	
  out	
  there	
  already	
  made	
  to	
  show	
  what	
  I	
  want	
  to	
  show,	
  
why	
  should	
  I	
  bother	
  to	
  make	
  one?"	
  My	
  response	
  to	
  this	
  is	
  that	
  students	
  
will	
  learn	
  better	
  and	
  differently	
  (in	
  a	
  good	
  way)	
  if	
  they	
  see	
  their	
  actual	
  
instructor	
  on	
  screen	
  and	
  know	
  the	
  instructor	
  made	
  the	
  content,	
  rather	
  
than	
  just	
  being	
  given	
  a	
  link.	
  It	
  makes	
  it	
  more	
  authentic	
  to	
  the	
  students.	
  
They	
  respect	
  the	
  instructor	
  more	
  for	
  having	
  created	
  the	
  video	
  rather	
  
than	
  just	
  using	
  someone	
  else's	
  material.	
  Professional	
  quality	
  video	
  
counts	
  for	
  less	
  than	
  personally	
  made	
  video	
  by	
  the	
  instructor.	
  
	
  
4	
  
Need	
  to	
  work	
  with	
  adjunct	
  instructors	
  well	
  in	
  advance.	
  
	
  
4	
  
Face-­‐to-­‐face	
  training	
  sessions	
  would	
  be	
  helpful!	
  
	
  
2	
  
Videos	
  help	
  me	
  reach	
  all	
  learning	
  styles	
  so	
  I'm	
  able	
  to	
  reach	
  more	
  
students!!	
  
	
  
1	
  
I	
  do	
  like	
  teaching	
  online,	
  and	
  have	
  only	
  begun	
  using	
  videos	
  in	
  the	
  last	
  2-­‐3	
  
years,	
  even	
  in	
  a	
  course	
  I've	
  taught	
  for	
  much	
  longer.	
  The	
  Online	
  Learning	
  
team	
  is	
  essential.	
  
	
  
4	
  
I	
  think	
  more	
  professional	
  development	
  is	
  needed	
  to	
  teach	
  professors	
  
how	
  to	
  create	
  good	
  quality	
  educational	
  videos	
  that	
  are	
  centered	
  around	
  
the	
  learners	
  and	
  student	
  learning	
  outcomes.	
  I	
  had	
  to	
  learn	
  how	
  to	
  do	
  this	
  
on	
  my	
  own	
  -­‐	
  reading	
  many,	
  many	
  research	
  articles,	
  books,	
  and	
  
professional	
  tutorials.	
  I	
  think	
  more	
  training	
  is	
  needed	
  to	
  help	
  others.	
  
	
  
3	
  
Video	
  does	
  enhance	
  the	
  student	
  experience	
  in	
  online	
  courses,	
  as	
  well	
  as	
  
on-­‐ground	
  courses.	
  
	
  
	
  
(continued)	
  
	
  
	
  
	
  
	
  

	
  

	
  
140	
  

	
  

Table	
  22	
  (cont’d)	
  
2	
  
My	
  course	
  is	
  aligned	
  with	
  the	
  face	
  course	
  of	
  the	
  same	
  name.	
  	
  It	
  is	
  a	
  
technical	
  course	
  and	
  I	
  do	
  not	
  use	
  video	
  in	
  the	
  face	
  course,	
  so	
  I	
  would	
  not	
  
deviate	
  for	
  the	
  online.	
  	
  This	
  is	
  NOT	
  a	
  course	
  that	
  a	
  video	
  would	
  enhance.	
  
	
  
1,	
  2	
  
Instructor	
  video	
  used	
  was	
  developed	
  by	
  the	
  lead	
  faculty	
  at	
  [university]	
  
and	
  used	
  to	
  introduce	
  the	
  course.	
  	
  The	
  3rd	
  party	
  video	
  was	
  used	
  to	
  show	
  
a	
  quality	
  management	
  concern.	
  
	
  
4	
  
Need	
  to	
  offer	
  extra	
  time	
  and	
  money	
  to	
  people	
  working	
  on	
  classes	
  with	
  
original	
  videos	
  and	
  content.	
  	
  We	
  have	
  to	
  be	
  able	
  to	
  differentiate	
  our	
  
courses	
  from	
  other	
  online	
  classes	
  at	
  other	
  universities.	
  
	
  
1,	
  2	
  
As	
  I	
  stated	
  2	
  pages	
  back,	
  I'd	
  like	
  to	
  try	
  to	
  videotape	
  lectures	
  in	
  face-­‐to-­‐
face	
  classes	
  and	
  post	
  them	
  in	
  my	
  online	
  classes,	
  perhaps	
  with	
  some	
  
minimal	
  editing.	
  I	
  also	
  like	
  to	
  use	
  video	
  clips	
  from	
  third-­‐party	
  sources	
  to	
  
illustrate	
  key	
  points,	
  but	
  I	
  try	
  to	
  keep	
  such	
  clips	
  as	
  short	
  and	
  
entertaining	
  as	
  possible.	
  To	
  encourage	
  students	
  to	
  watch	
  them,	
  I	
  like	
  to	
  
create	
  extra-­‐credit	
  exercises	
  based	
  on	
  them.	
  	
  	
  As	
  for	
  supporting	
  
instructors	
  wanting	
  to	
  use	
  videos,	
  I'd	
  suggest	
  an	
  open	
  exchange	
  of	
  
experience	
  or	
  kind	
  of	
  best	
  practices	
  exchange,	
  where	
  faculty	
  are	
  invited	
  
to	
  describe	
  their	
  experiences	
  and	
  encouraged	
  to	
  post	
  both	
  self-­‐made	
  or	
  
third-­‐party	
  videos	
  that	
  worked	
  best	
  for	
  them.	
  
	
  
1,	
  2	
  
The	
  more	
  academic	
  the	
  topic,	
  the	
  more	
  important	
  it	
  is	
  to	
  find	
  a	
  way	
  to	
  
relate	
  it	
  to	
  the	
  business	
  environment.	
  	
  I	
  find	
  selecting	
  clips	
  which	
  show	
  
students	
  how	
  the	
  concepts	
  are	
  applied	
  not	
  only	
  increases	
  the	
  
understanding	
  or	
  the	
  topic	
  but	
  why	
  it	
  is	
  included	
  in	
  the	
  course.	
  	
  I	
  also	
  
find	
  these	
  are	
  good	
  forums	
  to	
  allow	
  creative	
  thought	
  and	
  expression	
  in	
  
discussion	
  questions	
  on	
  the	
  topic.	
  
	
  
4	
  
I	
  did	
  not	
  see	
  where	
  the	
  use	
  of	
  videos	
  provided	
  by	
  the	
  publisher	
  was	
  
addressed	
  in	
  this	
  survey	
  which	
  may	
  have	
  skewed	
  some	
  of	
  the	
  responses.	
  	
  	
  
I	
  believe	
  some	
  training	
  on	
  use	
  of	
  videos	
  in	
  courses	
  would	
  be	
  helpful.	
  
	
  
2	
  
Using	
  movies	
  or	
  YouTube	
  media	
  enhance	
  the	
  class,	
  especially	
  for	
  this	
  
age	
  group.	
  They	
  are	
  very	
  comfortable	
  with	
  visuals	
  and	
  are	
  not	
  strong	
  
readers	
  (in	
  general).	
  I	
  feel	
  we	
  must	
  include	
  videos	
  in	
  order	
  to	
  reach	
  our	
  
students.	
  I	
  have	
  just	
  started	
  using	
  the	
  min-­‐lecture	
  videos	
  and	
  they	
  have	
  
been	
  well	
  received.	
  When	
  I	
  have	
  more	
  time,	
  I	
  will	
  learn	
  more.	
  
	
  
4	
  
The	
  OLC	
  was	
  helpful	
  in	
  creation	
  of	
  videos	
  for	
  my	
  courses	
  they	
  lost	
  some	
  
before	
  they	
  were	
  imported	
  in	
  course.	
  
	
  
(continued)	
  

	
  

	
  
141	
  

	
  

Table	
  22	
  (cont’d)	
  
2	
  
It	
  would	
  be	
  nice	
  to	
  know	
  how	
  to	
  incorporate	
  videos	
  from	
  textbook	
  
resources.	
  
	
  
4	
  
Guidance	
  from	
  the	
  instructional	
  designers	
  to	
  include	
  new	
  technologies	
  
(including	
  video)	
  is	
  very	
  helpful,	
  but	
  some	
  designers	
  are	
  better	
  at	
  
providing	
  guidance	
  and	
  making	
  suggestions	
  more	
  than	
  others.	
  It	
  would	
  
be	
  quite	
  helpful	
  for	
  instructional	
  designers	
  to	
  provide	
  lots	
  of	
  information	
  
about	
  different	
  ways	
  to	
  translate	
  course	
  materials	
  and	
  content	
  into	
  an	
  
online	
  environment.	
  
	
  
2	
  
Taking	
  this	
  survey,	
  reminded	
  of	
  other	
  ways	
  to	
  use	
  video.	
  I	
  used	
  to	
  use	
  
Skype	
  but	
  many	
  students	
  were	
  not	
  ready	
  to	
  use	
  the	
  tool.	
  Now	
  I	
  am	
  sure	
  
many	
  students	
  could	
  use	
  Skype.	
  	
  I	
  think	
  another	
  challenge	
  is	
  there	
  are	
  
videos	
  that	
  can't	
  be	
  watched	
  on	
  ipads	
  or	
  hones	
  
	
  
1,	
  2	
  
When	
  I	
  did	
  the	
  exams,	
  I	
  very	
  much	
  appreciated	
  the	
  videos	
  provided	
  by	
  
Stalla	
  to	
  supplement	
  the	
  written	
  text.	
  The	
  material	
  summarizes	
  the	
  text	
  
and	
  presents	
  the	
  material	
  in	
  an	
  organized	
  fashion.	
  I	
  would	
  like	
  to	
  
develop	
  the	
  same	
  "look-­‐and-­‐feel"	
  for	
  my	
  online	
  course.	
  I	
  think	
  that	
  this	
  is	
  
important	
  for	
  getting	
  the	
  material	
  across	
  to	
  the	
  students.	
  
	
  
1,	
  2,	
  3	
  
Student	
  feedback	
  has	
  been	
  exceptionally	
  gratifying.	
  	
  They	
  claim	
  to	
  have	
  
learned	
  more,	
  to	
  have	
  viewed	
  movies	
  they	
  have	
  seen	
  previously	
  in	
  a	
  
completely	
  new	
  light	
  as	
  they	
  analyzed	
  the	
  characters	
  communication	
  
strategies,	
  and	
  to	
  request	
  to	
  sign	
  up	
  for	
  other	
  curses	
  I	
  teach.	
  
	
  
1,	
  4	
  
I	
  used	
  video	
  a	
  few	
  times	
  several	
  years	
  ago.	
  I	
  found	
  that	
  although	
  it	
  was	
  
very	
  useful,	
  it	
  essentially	
  became	
  more	
  trouble	
  than	
  its	
  value.	
  If	
  there	
  
was	
  a	
  method/program/system	
  or	
  something	
  in	
  place	
  to	
  make	
  creation	
  
of	
  simple	
  lecture	
  videos	
  an	
  easy	
  task,	
  I	
  would	
  use	
  it.	
  
	
  
	
  
You	
  really	
  didn't	
  survey	
  what	
  you	
  claimed	
  to	
  survey.	
  	
  You	
  really	
  just	
  
wanted	
  to	
  know	
  what	
  I	
  do	
  in	
  my	
  class.	
  	
  Also,	
  I	
  can	
  pretty	
  much	
  guarantee	
  
that	
  most	
  users	
  of	
  your	
  survey	
  do	
  not	
  have	
  a	
  fundamental	
  knowledge	
  of	
  
what	
  'split-­‐attention'	
  and	
  'redundancy'	
  means	
  relative	
  to	
  online	
  
learning.	
  (I've	
  studied	
  this	
  content	
  in	
  detail	
  and	
  teach	
  it	
  often.	
  )	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  
142	
  

	
  

	
  
	
  

	
  

	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
REFERENCES	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  
	
  
143	
  

	
  

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