Baker, A. (2014). Students’ preferences regarding four characteristics of information literacy screencasts. Journal of Library & Information Services in Distance Learning, 8(1/2), 67-80. doi:10.1080/1533290X.2014.916247
- Questioned nursing students (RN --> BSN completion) about screencasts (library resources for health science research) in the online component of their course:
- Surveyed their preferences for screencasts: video length, pacing, callouts, and effects
- Baker notes that the students were RNs in 3rd or 4th year of a BSN. Non-traditional students, blended learning class structure.
- She doesn't identify if English (the language of instruction) was their first language.
- Students preferred (pp 76-77):
- Shorter videos: 41% of students liked videos to be 1-3 minutes long
- Narration pace of about 3 words/second
- Zooming in only when necessary (ie sparingly)
- Callouts only when necessary/to identify key concepts: some students thought 4 callouts/minute was too many
Evans, D. J. (2011). Using embryology screencasts: A useful addition to the student learning experience? Anatomical sciences education, 4(2), 57-63.
- One 10-minute screencast; a series of 5-minute screencasts; and a review/quiz screencast of 15 minutes, with the intention that it could be paused
- Short-term indicators (no long-term follow up):
- Higher test score (statistically significant) for units with screencast over different units without screencast, for the same group of students.
- Higher scores for unit with screencast than same unit (previous year, different students) without screencast (p 60).
- Students' subjective responses to the screencasts (in comments) were positive.
- Some students identified themselves as having dyslexia, and noted that they found the screencasts particularly useful (62).
- Other literature has reported that students with dyslexia use study aids heavily (62).
Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2012). Impact of screencast technology: Connecting the perception of usefulness and the reality of performance. Journal Of Engineering Education, 101(4), 717-737.
- Undergraduate engineering course at a large US university
- Students reported viewing screencasts to:
- Address specific gaps in their understanding
- Either from their own self-evaluation, or exposed through low scores on homework
- "Homework solution screencasts"
- One student commented that these helped "to better undestand problems that I did wrong and understand why I did them wrong. This also helped solidify the overall concepts for me thus helping me prepare for exams or quizzes" (723).
Jacobsen, M. (2011). Screencasting for an audience of one. Library Journal, 136(1), 142.
- Suggestions (techniques and software) for quickly making screencasts in reponse to students' individual questions
Kraft, E. M. (2009). Screencasts as a learning resource to enhance a quantiative business methods course. Business Education & Accreditation, 1(1), 65-77.
Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39(1), 67-71.
Morris, C., & Chikwa, G. (2014). Screencasts: How effective are they and how do students engage with them?Active Learning in Higher Education, 15(1), 25-37.
- Supplement to traditional lectures (food studies/nutrition).
- Optional. Students who self-selected to watch the screencasts scored higher than those who didn't (30).
- There was a course module without screencasts.
- Students who'd scored well on the module with screencasts didn't score as well on module without screencasts.
- Students who chose to use the screencasts were satisfied with them (33).
- Used for review or making more notes
- Stated that screencasts should not substitute for lectures (33).
- Opined that screencasts should be kept short (34).
Musallam, R. (2011). The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students. Dissertation Abstracts International Section A, 71, 2752.
Palaigeorgiou, G., & Despotakis, T. (2010). Known and unknown weaknesses in software animated demonstrations (screencasts): A study in self-paced learning settings. Journal of Information Technology Education, 981-98.
Silver, S. L., & Nickel, L. T. (2005). Are online tutorials effective? A comparison of online and classroom library instruction methods. Research Strategies, 20(4), 389-396.
- Undergraduate psychology students (mostly 2nd or 3rd year) chose to attend: in-person tutorial (scheduled outside of class time) or online tutorial
- 216 chose online tutorial; 79 chose in-person workshop
- Online tutorials "are animated, interactive, and include voice narration as well as on-screen messages the correspond with the voice" (391).
- Students tended to prefer the online tutorial to in-person library instruction session:
- 28.8% preferred classroom instruction; 63.5% preferred online tutorial
- 30% of students who did the online tutorial stated a preference for learning in a classroom (p. 394)
- The in-person and online tutorials were both effective in teaching students library research skills.
- Online tutorials were more likely to make students feel "much more confident" about their skills (pp 392-393).
Snyder, C., Paska, L. M., & Besozzi, D. (2014). Cast from the past: Using screencasting in the social studies classroom. Social Studies, 105(6), 310-314. doi:10.1080/00377996.2014.951472
Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the anatomy of a screencast: Uncovering common elements and instructional strategies. International Review of Research in Open and Distance Learning, 11(3), 1-20.
Weiner, S. A., Pelaez, N., Chang, K., & Weiner, J. (2012). Biology and nursing students' perceptions of a web-based information literacy tutorial." Communications in Information Literacy, 5, 2.
- Biology & nursing students did an online tutorial that did not include video.
- Students expressed that they would prefer if the tutorial included video; they'd also like the tutorial to have less detail & repetition
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