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Supplementary Videos in the Biosciences: How Stakeholders Can Reinforce Complex Concepts for Self-Directed Learners

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Technologies in Biomedical and Life Sciences Education

Part of the book series: Methods in Physiology ((METHPHYS))

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Abstract

Supplementary videos for learning are those that are accessed by students as an original adjunct to other learning materials. Supplementary videos are very popular, and YouTube view numbers suggest extraordinary engagement, to the point where students overvalue such videos versus textbooks. Thus, one rationale for instructors and institutions to engage with educational video media is the increased student engagement, which may result in a virtuous cycle of further student engagement. The unique audiovisual content enabled by videos may also create more memorable learning experiences or unique explanatory opportunities, particularly for 3-D or procedural/sequential information. We review the elements that enable effective video learning of the biosciences. Much research has produced contradictory results, although there is agreement that active learning during videos that ask students to stop the video to answer questions or perform other tasks results in better outcomes. The disadvantages of using videos for education are inaccurate content, profit-making search-engine curation, poor student insight, difficulty in editing/updating, and the high cost and labor of production. The proliferation of video learning materials has been contemporaneously accompanied by increasing student numbers and institutional efficiencies, lessening students’ contact with instructors for adaptive learning experiences regardless. Students, currently guided by opaque search algorithms, need to become truly self-directed learners able to find and evaluate information online that is poorly curated and may be oversimplified, misleading, or false. Scientific organizations and learned societies could certify videos or producers, helping videos recoup some of the learning losses driven by the efficiencies occurring in higher education.

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Authors and Affiliations

  1. Victoria University, Melbourne, VIC, Australia

    Richard Guy

  2. Department of Neuroscience, Brighton and Sussex Medical School, Brighton, UK

    Harry J. Witchel

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  1. Department of Neuroscience, Brighton and Sussex Medical School, Brighton, UK

    Harry J. Witchel

  2. Department of Medical Education, Geisel School of Medicine, Dartmouth College, Hanover, NH, USA

    Michael W. Lee

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Guy, R., Witchel, H.J. (2022). Supplementary Videos in the Biosciences: How Stakeholders Can Reinforce Complex Concepts for Self-Directed Learners. In: Witchel, H.J., Lee, M.W. (eds) Technologies in Biomedical and Life Sciences Education. Methods in Physiology. Springer, Cham. https://doi.org/10.1007/978-3-030-95633-2_7

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