Informing the Pedagogy of Video for Academic Use
Abstract: The use of videos in the classroom is growing as teachers assign students to watch videos for both instructional and informational purposes and as video is more accessible both to teachers and learners. The length of the video and students’ perceptions of relevance of videos to learning contributes to how much, and what part, of the video students watch. This study investigated students’ behaviors related to watching video for instructional and informational assigned videos in three classes. Data collected through computer analytics and students’ self-reports inform the pedagogy of video usage for academic purposes.