Now Streaming: Strategies That Improve Video Lectures - IDEA Paper 68 - March 2018

Oct 15, 2026

Recent trends in higher education, including online learning and the flipped classroom, have driven rapid growth in creating and using video lectures in college teaching. While prior research indicates video lectures can be an essential 21st-century teaching tool, evidence on best practices is still developing. The authors review available research, present practical applications, compare common recording methods and contexts, and synthesize findings into five strategies to improve student learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Overview and Purpose

Background: Online learning and the flipped classroom

Benefits and research gap

Common Types of Video Lectures

Voice-over slideshows

Screencasting

Lecture capture

Digital video camera or webcam recording

Recording Method Selection

Design questions for instructors

Optimal uses by format

Now Streaming: Strategies That Improve Video Lectures IDEA Paper \#68 • March 2018 Johanna Inman and Simuelle Myers • Temple University Abstract Recent trends in higher education, including online learning and the flipped classroom, have led toa large increase in the creation and use of video lectures in college teaching. Although the literature suggests that video lectures can be an essential pedagogical tool in 21st-century teaching, research is still emerging regarding best practices to maximize their effectiveness for student learning. The authors provide a broad overview of the research that is currently available and practical applications for these findings. They discuss common recording methods, as well as appropriate contexts for each, then synthesize the research to identify five strategies that increase the effectiveness of video lectures. Keywords: Video(s), lecture(s), online learning, flipped classroom, teaching with technology Two recent trends in higher education have spurred the creation and use of video lectures in college teaching. Enrollment in online courses has grown steadily over the past 15 years. In 2014, more than 5.8 million students were enrolled in at least one online course, and about half of those were taking classes exclusively online (Allen & Seaman, 2016) . Additionally, the flipped classroom has become popular among many college instructors. EDUCAUSE defines the flipped classroom as a “pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, whereas in-class time is devoted to exercises, projects, or discussions”(2012, p. 1) . The 2016 Campus Technology report found that 55 percent of college instructors indicated that at least some of their classes were flipped (Schaffhauser, 2016) . Fortunately, research suggests that recorded video lectures can be an effective pedagogical tool. In 2012, a comprehensive review of research published between 2002 and 2011 identified several benefits, including improving students’ study habits, test performance, perceptions of their courses, and overall learning (Kay, 2012) . Although the literature suggests that video lectures are an important pedagogical tool in 21st-century learning, research is just beginning to emerge that identifies best practices to make them more successful. What follows is a broad overview of the currently available research and practical applications for these findings. Common recording methods, as well as appropriate contexts for each are discussed, then the research is synthesized to identify five strategies for increasing the effectiveness of video lectures. Common Types of Video Lectures The most common video lecture formats are voice-over slideshows, screencasts, lecture captures, and standard recordings with a digital video camera or webcam. Before creating a video lecture, instructors should consider a few questions: Does the lecture require visual aids, such as photographs, charts, or graphs? Does it require showing the instructor’s movements, such as drawing on a board or demonstrating a physical movement? What other props, animations, or software are needed to convey the lecture material? Answering these questions can help college instructors decide which recording methods will work best in their teaching context. Optimal uses for each of these formats are shown in Table 1. Voice-Over Slideshows Voice-over slideshows are a common choice for video lectures because many instructors already use slideshowsin face-to-face lectures. In recent years, additional software plug-ins have made it possible to annotate slides and even embed quiz questions within a presentation. This format is ideal for lectures that do not require navigation beyond the slideshow and do not contain complex visual animations. Screencasting Another increasingly popular and versatile option is screencasting softwar

FAQs

Why are video lectures increasingly used in college teaching?

Enrollment in online courses has expanded over the past decade, and many instructors also adopt the flipped classroom model. These trends increase demand for structured instructional videos.

What recording formats are most common for video lectures?

The document highlights voice-over slideshows, screencasts, lecture captures, and recordings made with digital video cameras or webcams.

How should instructors choose an appropriate video lecture format?

The document recommends evaluating whether the lecture needs visual aids, instructor movement, or other props/animations/software. These answers guide which recording method best fits the teaching context.

Oct 15, 2026

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