Running head: MEDIA USE AND ONLINE LEARNING 1

Media Use and Online Learning

Samantha K. Niehaus

Eastern Michigan University

07/03/2018
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Technology and Media

Technology and media are often used interchangeably as the same word. However, it is

important to realize that technology and media are actually different, and when we are talking

about educational technology, it is important to separate the words into what they actually are.

Media can be referred to as more specific tools associated with technology, specifically

educational technology. However, when discussing media, the uses and associations can become

much more complex. Bates (2016) says, “Media of course depend on technology, but technology

is only one element of media”. Merriam Webster defines technology simply as, “a machine,

piece of equipment, method, etc.,”. Another simple definition provided by Bates (2016) is

“technology refers to tools and machines that may be used to solve real-world problems”. In

education, I think technology is often thought of as tools or resources, things that can be used to

make learning different, or even easier, by some standards. When educators think of technology,

they often think of the devices; computers, tablets, phones, projection screens, etc… Technology

tends to just stand around and wait for a command or direction from the person using it, and that

is where media comes into play (Bates, Chapter 6). Media is a plural of the word medium, and

has many definitions which makes it hard to actually define simply. “Media require an active act

of creation of content and/or communication, and someone who receives and understands the

communication, as well as the technologies that carry the medium” (Bates, Chapter 6 ). Merriam

Webster’s online dictionary says that the most popular reference of the word is used as “a

channel or system of communication, information, or entertainment”, (Medium). Media can be

broken down for educational purposes into text, graphics, audio, video, social media, and
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computing. Within each of those, there are also sub groups or systems that define what is being

used and how. Bates, 2016 states,

From an educational perspective, it is important to understand that media are not neutral

or ‘objective’ in how they convey knowledge. They can be designed or used in such a

way as to influence (for “good or bad) the interpretation of meaning and hence our

understanding. Some knowledge therefore of how media work is essential for teaching in

a digital age. In particular we need to know how best to design and apply media (rather

than technology) to facilitate learning. (chapter 6)

Video use and Online Learning

In today’s digital world, most educators are familiar with using video in the classroom. In

my own fourth grade classroom, there is a wide variety of video being used daily, including

student created videos. There are countless video platforms outside of the popular YouTube,

including boclips, Flocabulary, BrainPop among others. According to Bates (2016), there are

positives and negatives to using video as a teaching medium. It can be said that video is not

being used enough, or at least effectively enough. Some of the positives of using video include

linking concrete events to abstract principles, the ability to start and stop videos at different

times, and most video programs are free or low cost. Some of the negatives of using video

include the limit of high quality free videos for educational purposes, most educators only know

how to use video for lecturing purposes, and to get the most out of the experience, videos need to

require students to analyze or interpret with an activity outside of just watching (chapter 7).

Video seems to be used often to replicate a lecture which is not getting the most out of the
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characteristics of using video. This also doesn’t reach many levels outside of the factual level of

knowledge in Bloom’s taxonomy of educational objectives. “Factual Knowledge is knowledge

that is basic to specific disciplines. This dimension refers to essential facts, terminology, details

or elements students must know or be familiar with in order to understand a discipline or solve a

problem in it” (Anderson, n.d). In order to use video effectively as a media tool, students should

be analyzing video, comparing and contrasting videos, and creating their own videos. Websites

like boclips.com use videos to enrich learning by adding graphics, and animations to simple

videos, providing step by step demonstrations that allow students to think deeper about the

learning. Teachers can pause and stop videos to add questions, and get students to think about

what is being taught in the video, rather than just watching to gain a basic knowledge of a topic.

Another website geared toward elementary aged students, Mysteryscience.com encourages

students to “stay curious”, and ask questions as they learn scientific concepts. “At Mystery

Science, we believe that if you take a child’s questions seriously and help them to investigate,

their natural curiosity will develop into a scientific perspective on the world. This ability to think

scientifically is fundamental to any career or subject a child chooses to pursue as an adult. It's the

ability to look at a question or problem, systematically investigate and collect evidence, and

come to an independent conclusion” (Open-and-Go, n.d). Mystery Science does this by

providing video lessons that start with a question, have many opportunities to stop and answer or

ask questions, interact with videos, and then perform experiments as modeled in the video. There

is then follow up and reflection on the learning, tips for how it could have gone better, and

student feedback options. The videos build upon each other in the units of mysteries and students

are able to interact with video as a medium. This allows kids to reach the procedural knowledge
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and metacognitive knowledge dimensions of Anderson and Krathwohl’s revision of Bloom's

Taxonomy. Students are able to go above and beyond just remembering, and applying

information, but instead can analyze and evaluate learning with the ability to also create

something that shows what they have learned.

Using videos in online learning can help improve the learning by applying the concepts to

real world examples, and by showing rather than just telling. The e-learning industry gives ten

tips for keeping video use effective in an online learning setting. Those tips include keeping the

videos used small, don’t overpower it by having students watch long videos, but rather short

clips that get straight to the point, use videos that show the skill in action, add interactive

elements, and videos that are story-centered, pair the videos with actual activities and trainings

that associate with the video, and use videos that are easily stopped to ask and answer questions

and check for understanding along the way (Pappas, 2018).

Videos and Meaningful Learning

With the latest push for the development of the constructivist classroom, six

characteristics of meaningful learning have been developed. Learning should be active,

constructive and individual, collaborative and conversational, contextual, guided, and

emotionally involving and motivating (Karppinen, 2005). Applying these characteristics in

assessing a teaching and learning process does not mean that all of them should be met

simultaneously all the time. If 246 Association for the Advancement of Computing In Education

Journal, 13(3) one of more of them fail to occur, learning can still be meaningful and

constructive (Simons, 1993, p. 292). When selecting media to use in your classroom,

specifically, video, you should try to account for the characteristics of meaningful learning. Is the
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video promoting an active learning environment, meaning can the students interact with the

video, control when it stops and plays, and think critically about how the video applies to their

life and their learning? Are the videos used promoting individualized instruction, and is it

constructive and consistent? Do the videos allow for students to collaborate and converse with

each other? This does not mean that you should just put kids together in a group with a computer

screen playing a video, but instead should encourage students to communicate and reach a shared

understanding about the information being presented. Students should collaborate and challenge

each other’s thoughts surrounding the topic. Is the video contextual, does it make sense, and can

it deepen the students’ understanding of a place, person or topic by virtually taking them there?

Is the video designed and organized in a way that guides the students’ learning? Can students be

emotionally connected to the video, and are they motivated to continue watching, asking

questions and learning more? These characteristics should help guide any type of media choice

in an online classroom environment, but they are not the end-all, be-all, either.

“These characteristics provide insights into how video material, especially digital and online

videos, can be used in a pedagogically meaningful way in teaching, studying, and learning

processes. It is evident that videos viewed either through television or computer can be seen as

tools for learning. However, videos are just one component in the complexity of a classroom

activity system. The learning outcomes depend largely on the way videos are used as part of the

overall learning environment, for example, how viewing or producing videos is integrated into

other learning resources and tasks” (Karripinen, 2005).

One program that I have found to be particularly helpful in the use of video in the

classroom is, Crossbraining. Crossbraining is an online platform that allows students to record
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and create a short video of their learning, specifically of project based learning activities, or other

lab type experiences. Students work collaboratively to learn, capture, and share. The assignment

or activity is captured in short 5-8 second snippets that are put together by the program to create

one video that showcases their entire project. The program allows the students to voice over their

reflection, answer questions related to the project, and use vocabulary associated in the correct

context. Each student or group member is given a list of jobs that they are responsible for

throughout the project. So, why is it so important and why does it work? According to the

Crossbraining website, “For Students: It engages students in a growth mindset and deeper

learning through scaffolding, maximizing motivation and interest. Gives students a way to

demonstrate content mastery outside of standardized testing. For Teachers: It manages lessons,

shows student and group status all while providing a window into the classroom through

45-second student-narrated videos. For Administrators: Window into the projects and lessons

being taught in classes, formative assessment tool, provides media content to tell a school's story

to the community”.

In conclusion, video is just one of many tools that can be used in your online classroom

environment. It is a form of media, and it can be very effective. It can reach high levels of

learning through the Bloom’s taxonomy levels, and can be very simple or very complex. Video

selection is not something that should be taken lightly though, as it can also be a waste of time

for both educators and students. If you follow a few important steps as mentioned and make sure

that students can interact and discuss the video with their learning, and still be able to create,

video can be a very important aspect of your classroom.

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References

Anderson and Krathwohl - Bloom's Taxonomy Revised. (n.d.). Retrieved from

http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revi

sed

Bates, T. (2016). ​Teaching in a Digital Age: Guidelines for designing teaching and learning.

Retrieved from

https://opentextbc.ca/teachinginadigitalage/chapter/8-6-media-or-technology/

Karppinen, P. (2005). Meaningful learning with digital and online videos:

Theoretical perspectives. AACE Journal, 13(3), 233-250.

Media. (n.d.). Retrieved July 4, 2018, from ​https://www.merriam-webster.com/dictionary/media

Medium. (n.d.). Retrieved July 4, 2018, from

https://www.merriam-webster.com/dictionary/medium

(n.d.). Retrieved from ​http://www.crossbraining.com/#why-it-works

(n.d.). Retrieved from ​https://boclips.com/about-us

Open-and-go lessons that inspire kids to love science. (n.d.). Retrieved from

https://mysteryscience.com/mission

Pappas, C. (2018, May 30). 10 Tips To Effectively Use Videos In eLearning (2018 Update).

Retrieved from

https://elearningindustry.com/10-tips-to-effectively-use-videos-in-elearning

Technology. (n.d.). Retrieved July 4, 2018, from

https://www.merriam-webster.com/dictionary/technology
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