Other videos were not tagged, requiring students to fast forward or try to watch the lesson in its entirety. Some of the videos were tagged so students could jump to specific sections of the lesson based on their interest. In a study conducted with 1200 students in Netherlands, recorded lectures (45 – 60 minutes in length) were placed online for students to review prior to exams. Take research reported in the British Journal of Educational Technology (BJET). If a video was 60 minutes long (or more), viewers watched less than 30% of the video.Īnother possibility is to offer descriptive tags to enable to students to jump to sections where they may be struggling. Looking at the graph below, when a video was less than two minutes long, viewers on average only watched about 65% of it. Across the videos they analyzed, the researchers found that as the size increased, the percentage of viewers who watched the entire video decreased.
Wistia, a streaming service for business videos, examined data from millions of views of their online lessons. The simple answer is “No.” If the goal is for students to watch the entire video, instructors need to be strategic with how they create videos. Yesterday, we were introducing different tools for creating record lectures for use in online classes when one of the participants asked, “How long should a recorded lecture be?” Since a face-to-face classes are usually scheduled to last an hour (or longer), the faculty member wondered, shouldn’t online lectures be a comparable length?
This group is particularly inquisitive and really interested in what research says about online learning.
This workshop is offered twice a year and the participants always have a lot questions about the best ways to teach online. This week, I’m helping to facilitate a professional development workshop to train faculty to teach online.
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