I am experimenting with online lecture videos and would like input. Do you have any experience with the ideal length of such videos? I do not see the point of making videos that will not be watched all the way to the end. I have colleagues that claim that seven minutes is about the limit. Do you have any views on this? What is your experience about the ideal length of an online lecture video?
Ademilade Olubambi Is this real time or a video they can watch when they want?
I have online students. Breaking the total Notion Learning Time into small topics of max 10-15 mins followed by activities is a good idea. This is the ideal time for effective learning.
We can develop long duration courses but not sure about the learning outcome.
Real-time Online video lecture( online synchronous) it depends on student and lecturer( can vary from minutes to hours).
But if it is online asynchronous, from my perspective as an online student, it should be below 10 minutes and some working activities and then again a lecture.
Kjartan Skogly Kversøy Interesting question. If I answer according a psychologist perspective. You should be aware of the learning styles of each student.
Every student in the class will have a different learning style. Either by auditory, visual or verbal.
If you aware of which style maximum students fall under. You will get a clear idea whether you should go for online lecture video or not.
You can also consider the attention span of young adults. According to research, young adult attention span is around 15 - 20 minutes maximum.
Rohit Kumar Deka Thank you for an interesting and relevant answer.
1. Capturing interest on social media. (1–3 minutes)
2. Training, trailers, and recaps. (2–5 minutes)
3. Guides, tutorials, and overviews. (6–10 minutes)
4. Deep content. (Up to 20 minutes)
A forty-five minute lecture broken into seven or eight videos will be more effective—and it makes for a perfect e-learning module.
Rashmi Pramanik Thank you for your input. Have you had any feedback from your students to this approach?
Case of USA
Ortagus, J. C. (2017). From the periphery to prominence: An examination of the changing profile of online students in American higher education. The Internet and Higher Education, 32, 47-57.
… MOOCs aim to make higher education accessible to the world, by offering online courses from universities...
He, J., Bailey, J., Rubinstein, B. I., & Zhang, R. (2015, February). Identifying at-risk students in massive open online courses. In Twenty-Ninth AAAI Conference on Artificial Intelligence.
graduate students in an online environment...
Beran, T., Drefs, M., Kaba, A., Al Baz, N., & Al Harbi, N. (2015). Conformity of responses among graduate students in an online environment. The Internet and Higher Education, 25, 63-69.
… building process by creating, reading and editing notes in the online collaborative learning …
Yücel, Ü. A., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 97, 31-48.
… 36% of graduate enrollments online, while private for-profit institutions represent 25% of graduate enrollments online …
Allen, I. E., & Seaman, J. (2016). Online Report Card: Tracking Online Education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
… However, we can learn about aggregate demographic characteris- tics of students in online programs using the 2011/2012 National Postsecondary Student Aid Study (NPSAS), a nationally representa- tive cross section of institutions and students …
Deming, D. J., Goldin, C., Katz, L. F., & Yuchtman, N. (2015). Can online learning bend the higher education cost curve?. American Economic Review, 105(5), 496-501.
- Badges
- Science topic
- Similar topics
- Books