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64 International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014
Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
ABSTRACT
The purpose of this paper was to explore research-based applications for using video podcasts in an online
learning environment. Five key video podcast uses were examined including administration, instruction, student
assignments, feedback, and community. Administrative video podcasts provide course information on areas
such as learning goals, lesson plan instructions, course policies, and homework or assignment expectations.
Instruction-based video podcasts present short summaries or worked examples for teaching specic concepts.
Student assignment video podcasts offer a creative way for students to demonstrate a variety of skills in a wide
range of subject areas. Feedback-based video podcasts provide formative guidance to students about their
progress or summative evaluation for assignments they complete. Finally, community-based video podcasts
help build instructor-to-peer and peer-to-peer connections within an online learning course. Future explora-
tion on the design of video podcasts, regardless of the application used, is discussed.
Exploring Applications
for Using Video Podcasts
in Online Learning
Robin H. Kay, Faculty of Education, University of Ontario Institute of Technology, Oshawa,
Canada
Keywords: Assessment, Online Learning, Pedagogy, Synchronous Learning, Video Podcasts
INTRODUCTION
Overview
Video podcasts are audio-visual files that are
distributed in a digital format through the
Internet using personal computers or mobile
devices (McGarr, 2009). Since 2006, the use of
video podcasts has grown markedly in higher
education (e.g., Heilesen, 2010, McGarr, 2009).
Research indicates that this medium is useful,
helpful, and effective with respect to improving
learning (e.g., Abdous, Facer, & Yen, 2012; Ben-
nett & Glover, 2008; Holbrook & Dupont, 2010;
Lonn & Teasley, 2009; Kay & Kletskin, 2012;
Kennedy & Thomas, 2012; Pilarski, Johnstone,
Pettepher, & Osheroff, 2008). Video podcasts
appear to be a natural fit for online education al-
lowing students to control when and where they
learn (e.g., Hill & Nelson, 2011; Hill, Nelson,
France, & Woodland, 2012; Jarvis & Dickie,
2010; Taylor, 2009; Winterbottom, 2007), what
they need to learn (e.g., Fill & Ottewill, 2006;
Heilesen, 2010), and the pace of learning (e.g.,
Chester, Buntine, Hammond, & Atkinson,
DOI: 10.4018/ijopcd.2014040105
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International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014 65
2011; Fill & Ottewill, 2006; Griffin, Mitchell,
& Thompson., 2009). To date, limited research
has been conducted on the use of video podcasts
in online education (see Kay, 2012 for a review
of video podcast research) . The purpose of this
paper is to explore research-based applications
for using video podcasts in an online learning
environment.
History and Use of Video
Podcasts in Education
The production and availability of video pod-
casts has increased dramatically since 2005,
when YouTube, a site designed to broadcast a
wide range of video clips, was launched (“You
Tube”, 2012). By 2006, YouTube recorded 100
million downloads per day (Infographics, 2010).
As of January 2012, YouTube video podcasts
were viewed over four billion times per day
(Limer, 2012). Originally used for entertainment
purposes, YouTube is a free source of numerous
educational video podcasts in a wide range of
subject areas. In addition, new portals such as
the Khan Academy, exclusively designed to dis-
tribute education based video podcasts, are used
extensively with over 300,000 clips downloaded
per day (see http://www.khanacademy.org/).
Research on the use of video podcasts has
also grown rapidly since 2006 (e.g., Heilesen,
2010, Kay, 2012; McGarr, 2009). While studies
targeting the use of video podcasts in online
education are limited, the results in conven-
tional, face-to-face classrooms suggest that
these audio-visual tools could be a promising
fit in online education (Kay, 2012).
Online Learning and the
Use of Video Podcasts
Over the past five years, a substantial amount
of money and effort has been directed toward
delivering online education, with estimated
annual growth from 10 to 21 percent (Allen &
Seaman, 2008, 2009, 2010, 2011). Although this
growth has been impressive and far exceeds the
two percent increase in the overall higher edu-
cation population, a number of obstacles have
impeded its progress including resistance to
using technology (Harper, Chen, & Yen, 2004),
the time required to develop course resources
(Harper et al., 2004; Hayes & Jamrozik, 2001)
and to support students (Levine & Sun, 2002),
paucity of technology skills (Berge & Smith,
2000), and cost (Burgess & Russell, 2003;
Levine & Sun, 2002). In addition, the promise
of interactivity and constructivism in distance
learning has not been realized as many online
learning courses resemble traditional classroom
environments with passive presentation of
concepts and materials (Coates & Humpeys,
2003; Levine & Sun, 2002; Navaro, 2000). A
reasonable argument can be made that video
podcasts are a natural fit for an online learning
environment. The ready availability and variety
of clips matches the needs of online learners
who are looking for control over when, where,
what, and how they learn. Furthermore, video
podcasts are easy to develop and typically
free, which address issues of cost, excessive
time for developing resources, and limited
technology skills (Kay, 2012). Finally, when
used in a meaningful and effective manner,
video podcasts can help increase interactivity
(Kay, 2012) and consequently the quality of
online learning.
Purpose
The purpose of this paper is to present a pre-
liminary set of research-based applications
for using video podcasts in an online learning
environment. Five applications will be discussed
in detail and include administration, instruction,
student assignments, feedback, and community.
Method
For each component, a description of the type of
video podcasts used along with specific exam-
ples will be provided. Next, relevant supporting
research will be discussed. In some instances,
relevant evidence is not abundant, so recent
case study data is provided. It is important to
acknowledge that the applications presented are
preliminary and that future research is needed
to establish their reliability and validity.
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66 International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014
Administrative Video Podcasts
Description: Administrative video podcasts are
used to communicate organizational or informa-
tional tasks in an online learning environment.
For example, they can be employed to provide
a brief overview of the course, detailed descrip-
tions of assignment requirements, explanations
of homework requirements, or step-by-step
instructions about how to complete procedural
tasks. The benefit of this type of podcast for
instructors is not having to repeatedly answer
the same questions about non-instructional
issues. Students are provided clear, consistent
instructions that can be accessed when needed.
Representative samples: The first example
of an administrative video podcast is from a
course website (tinyurl.com/eavp-ex1) and
includes instructions for completing term as-
signments. Assignment criteria are presented
on screen and discussed by the instructor. The
second example is a video podcast that describes
what students are meant to do for a particular
asynchronous lesson plan (http://tinyurl.com/
eavp-ex2). This video podcast clearly describes
a set of tasks that students are required to
complete. The final example is a set of video
podcasts outlining how to complete a series of
procedural tasks students need to know before
starting a lesson (see tinyurl.com/eavp-ex3).
These video podcasts target a set of skills that
would be very difficult to communicate in a
written format.
Research support: With respect to effective
online learning, the research is clear regarding
the importance of organization (e.g., Boettcher
& Conrad, 2010; Cavanaugh, Barbour, &
Clark, 2009; Milligan & Buckenmeyer, 2008;
Palmer & Holt, 2008). Lucid communication
of the learning goals, expectations, rules, and
policies is critical for the success of online
learning programs.
After an extensive review of the research
(Kay, 2012), only one tangential article on
the use of video podcasts for administrative
purposes was found. Vogele & Gard (2006)
noted but did not evaluate administrative video
podcasts used in higher education to inform or
recruit first year students.
A recent case study examined feedback
from 14 graduate students on the use of video
podcasts for administrative purposes (Kay,
2010). Students in this study either agreed (n=3;
21%) or strongly agreed (n=10; 71%) with the
statement “I like having video instructions on
how to complete assignments”. Most students
(n=11, 79%) agreed or strongly agreed with the
statement “I liked getting video explanations
of procedural tasks (e.g., how to complete a
library search, how to use survey monkey)”.
Sample comments were:
Video instructions really help clear up the gray
areas of the assignment and they provide good
examples.
Being able to see the actual process of what we
are working on is very helpful.
For many of us, the type of work we are doing
is new, and simple written instructions may not
be sufficient to understand the technical aspect
of what we have to do.
I can refer back to them over and over instead
of bugging my professor.
Since English is my second language, the video
perfectly explains the confusion
I may have during understanding the task. Also,
instead of using the rubric, [the] video can give
me [a] virtual expression covered by sound.
Convenient and can be re-played for clarity. Can
pause instruction and apply direction directly
to area of assignment working on.
Summary: Administrative video podcasts
can be used to communicate a wide range
of procedural and organizational tasks such
as learning goals, lesson plan instructions,
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International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014 67
course policies, and homework or assignment
expectations. Students can access this informa-
tion on a need-to-know basis instead of using
instructional time or bombarding the instructor
with repeated questions. Preliminary research
suggests that video podcasts may be effective in
transmitting this type of information. However,
the sample size of 14 is small and more data is
needed to confirm these findings.
Instructional Video Podcasts
Description: Instructional video podcasts have
been used in traditional classrooms in a variety
of ways including the transmission of lectures
(e.g., Griffin, Mitchell, & Thompson, 2009;
Walker, Cornet, & Beerman, 2011; Vajoczki,
Watt, Marquis, & Vine, 2011) visits from guest
speakers (e.g., Wang, Mattick, & Dunne, 2010),
supplementary materials for a course (e.g.,
McGarr, 2009; Walker et al., 2011), PowerPoint
summaries (e.g., Holbrook & Dupont, 2010),
and explanations of how to solve problems,
also known as worked examples (e.g., Crippen
& Earl, 2004).
Supplementary materials in the form of
lecture summaries or brief PowerPoint pre-
sentations, as well as worked examples might
be a more natural fit in an online learning en-
vironment, than lecture-based video podcasts.
According to Tapscott (2008), today’s students,
referred to as the Net Generation, are quick
switchers who multitask and take frequent
mental breaks. Lengthy lecture-based video
podcasts might be problematic in sustaining
student attention. Because the Net Generation
rely heavily on the Internet to acquire informa-
tion on a need-to-know basis (Tapscott, 2008),
a diverse set of customized, relatively short
instructional video podcasts, available almost
instantly, appears to be an ideal resource.
Representative samples: The Khan acad-
emy (www.khanacademy.org), now funded
by over seven million dollars from the Gates
and O’Sullivan foundations, hosts one of the
largest and best known, non-profit depositories
of instructional based video podcasts (Watters,
2011). These clips, typically 5-10 minutes in
length, target a wide range of mathematics and
science concepts. TeacherTube (www.teacher-
tube.com), launched in 2007, is another reposi-
tory and contains over 200,000 instructional
videos in a wide range of subject areas. Finally,
UOIT’s PreCalculus website is a good source
of worked example video podcasts designed
for a local course (http://faculty.uoit.ca/kay/
precalc/math1010/).
Research support: Several features are criti-
cal for successful online learning to occur. First,
students need adequate control over learning
(e.g., Andone, Dron, Pemberton, & Botne, 2007;
Conrad & Donaldson, 2004; Tallent-Runnels
et al., 2006). Second, individual support needs
to be available (e.g., DiPietro, Ferdig, Black,
& Preston, 2008; Milligan & Buckenmeyer,
2008). Third, students prefer and therefore are
more motivated to use interactive learning op-
portunities (e.g., Cavanaugh & Blomeyer, 2007;
Milligan & Buckenmeyer, 2008; Moallem,
2007). All three of these features are addressed,
at least partially, by the use of video podcasts.
Students control when, where, and what they
learn by having video podcasts readily avail-
able on the Internet. Help is personalized when
students have a wide range of concepts from
which to choose. Finally, while video podcasts
do not afford high interactivity associated with
online learning tools or social media, they are
partially interactive in that students can stop,
pause, and review video segments, click on
hotspots or links within the video podcasts,
or work on student problems, when available.
While published research on the use of
video podcasts in online learning environments
is limited, the impact of instructional video pod-
casts in traditional higher education classrooms
is well documented. The evidence suggests that
this medium can be enjoyable to watch (e.g.,
Green et al., 2003; Winterbottom, 2007), satisfy-
ing (e.g., (Traphagan, Kusera, & Kishi, 2010;
Zhang, Zhou, Briggs, & Nunamaker, 2006),
motivating (e.g., Alpay & Gulati, 2010; Hill &
Nelson, 2011), intellectually stimulating (e.g.,
Fernandez Simo, & Sallan, 2009), useful, help-
ful, and effective with respect to augmenting the
learning process (e.g., Bennett & Glover, 2008;
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68 International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014
Holbrook & Dupont, 2010; Lonn & Teasley,
2009; Pilarski et al., 2008; Zanten, Somogyi, &
Curro, 2012). Students particularly like control
over when and where they learn (e.g., Hill &
Nelson, 2011; Jarvis & Dickie, 2010; Taylor,
2009; Winterbottom, 2007), what they need
to learn (e.g., Fill & Ottewill, 2006; Heilesen,
2010), and the pace of learning (e.g., Chester
et al., 2011; Fill & Ottewill, 2006; Griffin, et
al., 2009). In addition, when video podcasts are
used, studying behaviours improve with respect
to independence (Jarvis & Dickie, 2009), self-
reflection (Leijen, Lam, Wildschut, Simons, &
Admiraal, 2009), test preparation (McCombs &
Liu, 2007), and consistent review of course ma-
terial (Foertsch, Moses, Strikwerda, & Litzkow,
2002; Narula, Ahmed, & Rudkowski, 2012;
O’Brien & Hegelheimer, 2007; Shantikumar,
2009). Finally, researchers have reported that
video podcast use has resulted in significant
increases in skills (e..g., Alpay & Gulati,
2010; So, Pow, & Hung, 2009), test scores
(e.g., Crippen & Earl, 2004; Traphagan et al.,
2010) and grades (Vajoczki, Watt, Marquis, &
Holshausen, 2010; Wieling & Hoffman, 2010).
See Kay (2012) for a comprehensive review of
the literature on instructional video podcasts.
Summary: Instructional video podcasts
come in three main formats: lecture-based,
supplementary materials, and worked examples.
The latter two formats are well suited to online
learning. Research in traditional classroom set-
tings indicates that video podcasts would be well
received by students who prefer just-in-time
access to learning materials of their choice,
when, where, and at the pace they want to learn.
Student Assignment
Video Podcasts
Description: Assignment video podcasts per-
mit the demonstration of dynamic skills. For
example, students can create video podcasts
to show understanding of mathematics and
science concepts, provide interpretations of art,
written passages, or historical decisions, express
fluency when learning a foreign language, or
create a wide range of presentations. In this
case, video podcasts don’t replace written
work. However, they do provide an alternative
medium with which to communicate a more
diverse range of abilities.
Representative samples: In the first ex-
ample, preservice teachers created a plan to
introduce new topics in mathematics. They
provided instructions about how to use the plan
using video podcasts (see tinyurl.com/savp-
ex1). The second example is a video podcast
created by a student to explain how comput-
ers are used in everyday life (see tinyurl.com/
savp-ex2). The third example was created by
a preservice teacher who was developing her
explanation skills as a mathematics teacher
(see tinyurl.com/savp-ex3). All three examples
demonstrate the use of video podcasts to present
unique skills to the instructor that are not easily
communicated in a written format.
Research support: Research on online
learning suggests that engagement is an impor-
tant element for overall success (e.g., Boettcher
& Conrad, 2010; Conrad & Donaldson, 2004;
Hosie & Schibeci, 2005; Weiner, 2003). Key
aspects of online engagement include ad-
dressing the personal needs and interests of
students (Boettcher & Conrad, 2010; DiPietro
et al., 2008; Weiner, 2003), pursuing authentic,
real-world tasks (Hosie & Schibeci, 2005) and
having multiple opportunities to engage in rich
interactive activities (e.g., Cavanaugh & Clark,
2007; Milligan & Buckenmeyer, 2008; Moal-
lem, 2007; Sprague, Maddux, Ferdig, & Albion,
2007). Creating video podcasts, especially
when they involve the personal interests of the
students and have authentic value, is a highly
interactive, engaging option for assessment in
an online learning course.
Limited research has been conducted re-
garding the impact of students creating video
podcasts in an academic environment (Alpay
& Gulati, 2010; Armstrong, Idriss, Nayle, &
Kim, 2009; Swan & Hoffer, 2011). Alpay and
Gulati (2010) reported that when a group of 14
engineering students worked together to cre-
ate video podcasts, their team and technology
skills improved, however, their science-based
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International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014 69
communication and time management skills
remained unchanged. Armstrong et al. (2009)
noted that critical analysis, communication, co-
operation, creative, and technological abilities
improved as a result of creating video podcasts.
Finally, Swan and Hoffer (2011) observed that
students were particularly motivated when they
were able to design their own video clips.
Summary: Assignment-based video
podcasts offer a creative way for students to
demonstrate a variety of skills in a wide range
of subject areas. Preliminary research in online
learning and video podcasts suggests that hav-
ing students create this type of podcast would
be motivating, interactive, and engaging. More
research is needed in this area to assess the direct
impact of assignment-based video podcasts in
online learning.
Feedback-Based Video Podcasts
Description: Feedback-based video podcasts
offer formative guidance to students about their
progress or summative evaluation for assign-
ments they complete. Typically the criteria for
assessment are presented on the screen with
the instructor providing commentary on a
student’s work.
Representative samples: The first example
is feedback given for a homework assignment
in an online course (see tinyurl.com/fbvp-ex1).
The second example is formative feedback
given to a student at the end of the term about
his overall progress during the term (see tinyurl.
com/fbvp-ex2). The final example provides
a detailed assessment for an end of the term
project (see tinyurl.com/fbvp-ex3).
Research support: Effective feedback is
important for students enrolled in online learn-
ing courses (e.g., Andone et al., 2007; Bates &
Khasawneh, 2007; Cavanaugh & Blomeyer,
2007; Veal, Brantley, & Zulli, 2004). A number
of researchers have noted that instructors need
to provide feedback as soon as possible to avoid
frustrating students in an online learning envi-
ronment (Veal et al., 2004; Kim, Liu, & Bonk,
2005; Moallem, 2007). Students particularly
appreciate when feedback is personalized and
substantive (Andone et al., 2007; Cavanaugh
et al., 2009). Feedback with video podcasts has
the feel of the instructor talking directly to the
student, one on one (Kay & Petrarca, 2009). In
addition, the ease of recording video podcasts
permits an instructor to provide substantial
detail in a relatively short period of time (Kay
& Petrarca, 2009).
Research on the use of feedback video
podcasts is limited. However, a recent case
study with 58 preservice teachers indicated that
students were extremely positive about the clar-
ity, level of detail, usefulness, and personalized
nature of feedback given to them using video
podcasts compared to feedback provided in a
written format (Kay & Petrarca, 2009).
Sample comments were:
It feels more personal – I really enjoyed it.
There were subtleties in tone and expression
that would not have been otherwise understood.
I just felt that I was provided with a lot more
feedback than would be provided with written
feedback.
Video feedback does provide enhanced feedback
on assignments and allows the student to visu-
ally see where they lost marks on assignments.
Summary: Feedback-based video podcasts
allow instructors to provide quick, detailed, per-
sonalized, formative or summative comments. A
number of studies have suggested that prompt,
substantive feedback is germane to successful
online learning. Limited research has been con-
ducted on the use of feedback video podcasts,
but at least one recent case study suggests that
students are quite positive about receiving this
form of assessment.
Community-Based Video Podcasts
Description: Community-based video podcasts
help build instructor-to-peer and peer-to-peer
connections within an online learning course.
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70 International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014
Instructor-to-peer connections can be improved
with personalized answers to student questions
using video podcasts. Peer-to-peer connections
can be built by students providing feedback to
each other using video podcasts. Finally, new
life can be brought to online discussion using
video podcasts instead of written messages.
Representative samples: Concrete samples
of community-based video podcasts are unavail-
able because, typically, they are quite personal
in nature. It would not be ethical to present these
clips in a research paper. I will therefore provide
descriptions of the kind of clips created. Some-
times students are having significant problems
with a concept, task, or a personal aspect of their
life that affects their progress in the course. It
is often quicker and easier to use a video pod-
cast to respond to these requests, particularly
if there is an emotional component that might
be misconstrued if written text were used (Kay,
2010). Another community-based use of video
podcasts is when peers provide useful formative
feedback to each other. One study reported that
it was faster and more effective to use video
podcasts than written feedback, especially when
multimedia materials are being assessed (Kay.
2010). Finally, to bring life to a standard online
discussion, the use of video podcasts can be very
effective, especially when they are kept short, to
the point, and focus on a topic that lends itself
to visual representations. Depending on the
theme, students may find video-podcast-driven
discussion more motivating, lively and easier
to digest than long written passages.
Research support: A strong sense of
classroom community is related to student
satisfaction and perceived learning in an online
environment (e.g., Boettcher & Conrad, 2010;
Kim et al., 2005; Ni & Aust, 2008; Nicholas &
Ng, 2008; Song, Singleton, Hill, & Koh, 2004).
Sense of community can be developed through
regular discussion (e.g., Boettcher & Conrad,
2010), social presence (e.g., DiPietro et al.,
2008; Hosie & Schibeci, 2005; Levy, 2008),
and teacher presence (e.g., Levy, 2008; Norton
& Hathaway, 2008; Watson, Gemin, Ryan, &
Wicks, 2009). Reeves, Vangalis, Vevera, Jenson,
and Gillan (2007) suggest that traditional ways
of developing community in an online learning
course include sending regular emails, increas-
ing student motivation, encouraging students,
personalized feedback, and peer support. It is
speculated that video podcasts could enhance
community interaction with the added person-
alization of audio and video. It may be easier to
motivate, encourage, and personalize messages
in video podcasts than in a more restrictive
written format.
Research on the use of video podcasts for
building community is sparse with respect to
peer reviewed articles. Alpay and Gulati (2010)
focused on the collaboration efforts of a group
of students to create video podcasts to support
peers. The results were positive in terms of
building team and technology skills, however,
the study was not conducted in an online learn-
ing environment.
Kay (2010) examined the impact of video
podcasts used to build community in a small
(n=14) graduate-level, online learning course.
Almost 80% (n=11) of the students agreed or
strongly agreed that video podcasts helped
build community.
Sample comments were:
I like to watch other people’s video which really
can build up a online community.
The personal touch of a video versus words
on paper certainly adds a sense of community
to the class.
Video clips add another dimension. They allow
students to see/hear the instructor or other
students outside of class time. They add a level
of personalization.
We have very little face to face time so receiving
a video in response to tasks creates more of a
connection to the professor.
Summary: Community-based video pod-
casts can help build connections among peers
and with the instructor. Typical scenarios in-
volve responding to questions from students,
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International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014 71
peer feedback, and online discussions. Research
to date is limited with respect to evaluating the
effectiveness of video podcasts for strengthen-
ing community ties, however, preliminary data
suggest that students welcome their use in
an online learning environment. More direct
research needs to be conducted on the impact
of video podcasts in peer feedback and online
discussions.
Interconnected Components
While each of the five approaches to using video
podcasts (administration, instructions, student
assignments, feedback, and community) were
discussed independently, it is speculated that
in a real online learning environment, these
components interact in various ways, similar
to a traditional classroom. For example, while
administrative video podcasts help provide
clear instructions and guidelines, they also help
build a safe learning community where students
understand policies, rules, and expectations.
Furthermore, the delivery of administrative
video podcasts helps build a more personal con-
nection with the instructor, more so than simply
presenting the information in a written format.
A second possible interaction might involve
instruction, feedback, and student assignment
video podcasts. Effective instructional video
podcasts can help students produce better qual-
ity assignments. Clear feedback using video
podcasts can also have an impact on future
student work. If student assignments are not
done well, the quality of instructional video
podcasts may need to be altered.
A final example entails the interplay among
student assignments, feedback and community.
Personalized video podcast feedback from the
instructor and/or peers on student assignments
can help to build community and understanding
of concepts being taught. Student-assignment
video podcasts can be excellent instructional
tools depending on their focus and content.
Community-based video podcasts can help
build motivation in students thereby improving
the overall instruction in a course.
In summary, while no formal research
has been conducted, it is hypothesized that
in a real world online learning classroom, the
five proposed video podcast formats interact
to attain the shared goals of providing effec-
tive administration, instruction, assessment,
feedback, and community.
Future Research: Quality and
Design of Effective Video Podcasts
The final issue that is important when creating
video podcasts, regardless of the reason they are
being used, is quality and design. It is important
to identify the characteristics that maximize
the effectiveness of this medium, but studies
on the design features that improve the quality
of video podcasts are limited (Crippen & Earl,
2004). Examining characteristics of effective
video podcasts is a critical area that needs to
be explored in future research. A comprehen-
sive review of tangential research on worked
examples (Atikinson, Mayer, & Merrill, 2005;
Clark & Mayer, 2008; Renkl, 2005), multimedia
learning (e.g. Clark & Mayer, 2008; Mayer,
2005), and how people learn (e.g., Bransford,
Brown, & Cocking, 2000; Sawyer, 2006) is a
promising starting point for examining video
podcast design features. Four potentially use-
ful areas for creating effective video podcasts
include establishing context, minimizing cog-
nitive load, engaging students, and creating
effective explanations.
With respect to establishing context, the
evidence suggests that providing meaningful
labeling (e.g., Bransford et al., 2000; Catram-
bone, 1995), discussing relevant background
information (e.g., Bransford et al., 2000; Will-
ingham, 2009), and carefully articulating key
elements (e.g., Kester, Lehnen, Van Gerven, &
Kirschner, 2006; Sweller, 1988; Willingham,
2009) would help improve the clarity of message
communicated using video podcasts.
When creating video podcasts, secondary
research suggests that students or instructors
need to minimize extraneous cognitive load
(engaging in processes that are distracting and
Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
72 International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014
irrelevant) and optimize germane cognitive load
(engaging in processes that help to illustrate the
problem at hand) (Kester et al., 2006; Sweller,
1988; Sweller, van Merriënboer, & Paas, 1998).
In order, to minimize distractions that might
overload the recipient, only key information
should be written down (e.g., Clark & Mayer,
2008), the layout must be well organized, clear,
and uncluttered (e.g., Clark & Mayer, 2008),
and critical points on the screen need to be
highlighted in order to focus attention (e.g.,
Willingham, 2009).
Regarding the engagement of students, a
number of studies indicate that a conversational,
personalized voice be used in a video podcast
to create the feeling of one-to-one interaction
(e.g., Atkinson et al., 2005; Beck, McKeown,
Sandora, Kucan, & Worthy, 1996). Furthermore
the pace of presentation needs to be moderated so
that the listener is not overwhelmed (e.g., Kester
et al., 2006; Willingham, 2008). In addition, it
is recommended that the length of any video
podcast be kept under 10 minutes to address
attention span limitations of today’s students,
known also as the Net Generation (e.g., Medina,
2008; Renkl, 2005; Tapscott, 2008). Finally,
seemingly entertaining and engaging features
such as dramatic stories, excessive pictures,
and background music might detract from the
impact of the message in video podcasts (e.g.,
Clark & Mayer, 2008).
While the first three guiding principles
could be applied to all five types of video pod-
casts described in this paper, the final category
refers mostly to instructional video podcasts.
In order to create video podcasts that provide
effective instructional guidance, secondary
research suggests that step-by-step explanations
are critical, where problems are broken down
into explicit, meaningful, bite-size chunks (e.g.,
Catrambone 1995; Catrambone & Holyoak,
1990; Clark & Mayer, 2008; Kirschner, Sweller,
& Clark, 2006; Mayer, 2005; Renkl, 2005). The
other essential feature is to use visual representa-
tions to support explanations (e.g., Atkinson et
al., 2005; Rittle-Johnson & Koedinger, 2005;
Tarmizi & Sweller, 1988).
In summary, not all video podcasts are
alike - some are more effective than others.
Even if video podcasts are used in a variety of
formats to improve the online learning experi-
ence, one must target specific characteristics
that maximize impact. Unfortunately, research
on characteristics that enhance the effective-
ness of video podcasts is limited. Nonetheless,
extensive tangential research suggests that
establishing sufficient context, minimizing
distractions, engaging the listener, and providing
easily digestible explanations are reasonable
guiding principles to creating good quality
video podcasts. Future research is necessary
to examine the effectiveness of these features
when directly applied to video podcasts.
CONCLUSION
Five applications of video podcasts were de-
scribed and evaluated including administration,
instruction, student assignments, feedback, and
community. Limited evidence supports the use
of administrative-based video podcasts, howev-
er, a recent case study suggests that students react
well when administrative tasks are supported by
this medium. Considerable tangential evidence
indicates that instruction-based video podcasts
can be effective for teaching specific concepts.
A number of studies suggest that having stu-
dents create their own video podcasts to com-
plete assignments is useful in building critical
analysis, communication, cooperation, creative,
and technological abilities. No peer-reviewed
studies have looked at feedback-based video
podcasts. However, a recent survey provides
anecdotal evidence that students appreciate
the usefulness, and personalized nature of this
type of assessment. The use of video podcasts
to promote a collaborative culture in an online
classroom has not yet been formally examined,
but a recent case study reports that important
connections can be built with this medium. It
is speculated that in a real world online learn-
ing classroom, the five proposed video podcast
formats interact to attain the shared goals of
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International Journal of Online Pedagogy and Course Design, 4(2), 64-77, April-June 2014 73
providing effective administration, instruction,
assessment, feedback, and community. Finally,
it is argued that to maximize the effectiveness
of video podcasts, future research needs to be
conducted on effective design features. Tangen-
tial research indicates that providing sufficient
context, minimizing distractions, engaging the
listener, and providing easily digestible explana-
tions are promising starting points.
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Robin Kay has published over 120 articles, chapters and conference papers in the area of
computers in education, is a reviewer for five prominent computer education journals, and has
taught computers, mathematics, and technology for over 20 years at the high school, college and
university level. Current projects include research on laptop use in teacher education, learning
objects, classroom response systems, e-learning, video podcasts, gender differences in computer
related behaviour, emotions and the use of computers, and factors that influence how students
learn with technology. He completed his Ph.D. in Cognitive Science (Educational Psychology) at
the University of Toronto, where he also earned his masters degree in Computer Applications in
Education. He is currently an Associate Professor in the Faculty of Education at the University
of Ontario Institute of Technology in Oshawa, Canada.
