Video Use in Online and Blended Courses: A Qualitative Synthesis

Autor/inn/en	Belt, Eric S.; Lowenthal, Patrick R.
Titel	Video Use in Online and Blended Courses: A Qualitative Synthesis
Quelle	In: Distance Education, 42 (2021) 3, S.410-440 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Belt, Eric S.) ORCID (Lowenthal, Patrick R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2021.1954882
Schlagwörter	Video Technology; Technology Uses in Education; Teaching Methods; Online Courses; Blended Learning; Lecture Method; Videoconferencing; Group Discussion; Evaluation Methods; Feedback (Response); Foreign Countries; Asynchronous Communication; Higher Education; Barriers; Progress Monitoring; Information Dissemination; Meetings; United States; Australia; Asia; Canada; Europe + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Gruppendiskussion; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationsverbreitung; Meeting; Tagung; USA; Australien; Asien; Kanada; Europa
Abstract	The use of video has become commonplace in education today. Educators are engaging students with video communication technology more frequently than ever before, given COVID-19. However, questions remain on how instructors use video as a communication and teaching tool in online and blended courses. The purpose of this literature review was to synthesize research on the use of video as a teaching tool in online and blended courses. A systematic approach was used to identify 64 peer-reviewed studies published from 2010 to 2020. A qualitative synthesis of the studies resulted in four themes: delivering video lectures, fostering discussions with video, using video assessments and feedback, and creating video check-ins. Each theme and related research are discussed in the article. Gaps in the literature are identified and recommendations are made for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01