time , or as a means of assessment guidance . There is significant potential to embrace this technology within the Humanities , to improve communication and to expand limited classroom time .
Video content has been shown to have a number of advantages : the multimodal and interactive nature of the screencast increases active learning , aids retention of information , and is inclusive for those with learning difficulties . Scholars have demonstrated that adding visuals to text enhances student understanding ( Angeli and Valanides , 2004 ). Multimedia presentations have been shown to increase both retention and transfer of learning , or application of the material to a new situation ( Mayer , 2005 ). The benefits of multimedia presentation in the classroom is grounded in cognitive load theory , which demonstrates that human ’ s working memory ( which is used to process new information ) is extremely limited in capacity . Baddeley ’ s ( 1992 ) working memory model posited that working memory consists of two subsystems : a visual / pictorial system and an auditory / verbal system . Sweller ( 2005 ) suggests that by engaging both systems , the processing power of the working memory is increased . Kolb ’ s theory of learning suggests that interactivity is essential for ‘ active ’ and ‘ deep ’ learning to occur ( Kolb , 1984 ). Oud has demonstrated that interactivity can be easily introduced into the screencast form , by posing questions during the cast or suggesting activities at the end of the cast ( Oud , 2009 ). Control is another form of interactivity ; within multimedia presentations , then , active learning is engaged through the viewer ’ s control over pace , as they are allowed to pause , review , stop , and start the presentation ( Oud , 2009 ).
Screencasts are available to students 24 / 7 and are easily accessible through mobile devices , offer control over the pace of learning , and engage both the visual / spatial and auditory / verbal channels of memory . Multimodal and interactive screencasts engage students across a variety of learning styles , and are inclusive for students with disabilities . Studies have suggested that they are ideal for students with learning difficulties , such as dyslexia , or for students for whom English is not their first language ( Ali , 2016 ). Inclusive teaching theory has emphasized the need for a ‘ holistic approach to inclusion ’ which focuses on all students and emphasizes ‘ multiple forms of participation ’ ( Artiles , 2006 , 68 ). Screencasts are well suited to this holistic approach , as they engage students on several levels and are adapted for students with a variety of different learning styles .
Case Study
The study was undertaken in 2018 with a class of 54 students enrolled on a second-year undergraduate module , ENG-20034 Victorian Performances . We prepared three videos , addressing presentation guidance and feedback , seminar preparation , and exam preparation . Two of these videos focused on assessment , and were intended to address students ’ perception of inadequate communication . The third was intended to serve as a bridge between traditional lecture material , which considers historical and biographical context and models critical approaches to the text , and seminar activity , which is interactive , student led , and grounded in peer learning . This video was intended to supplement the two contact hours provided on the module each week .
We employed both quantitative and qualitative methods to assess this study . Before the start of the semester , we garnered students ’ opinions on assessment guidance and feedback via an anonymous survey sent to all 54 students . 38 students ( 70 %) responded to the initial survey . 35 % of these respondents felt they had not been given adequate assessment guidance during their first year of study . This perception was particularly pronounced in regards to formatting / referencing ( 47 % of respondents felt they had not received adequate guidance in these areas ) and rubric ( 37 % felt this guidance was inadequate ). The survey ended with an open text question : ‘ how could the guidance given on pieces of assessment be improved ?’ 18 students provided answers here ( 33 % of the overall cohort ).
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