Keep online lecture videos under twenty minutes and segment by topic with speed control¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 3 studies (1 review, 1 associational, 1 qualitative), q1–q2 · 0 of 3 report an effect size · 3 claims rest on one study

Description¶

The article synthesizes FL literature recommendations that online lectures should be less than twenty minutes to retain learner attention, and even less than ten minutes for static screencasts without the instructor's face. It also recommends creating one clip per topic and providing speed control functionality.

Design Implications¶

Context¶

Requirements¶

• Requires video production capability including editing and audio quality control

Constraints¶

• The twenty-minute recommendation applies to typical attention spans; static screencasts without the instructor's face should be under ten minutes

Target Learners¶

• higher education students

Target Learning Goals¶

• attention retention during online lectures

Claims¶

• Students reported that long recorded lectures impeded focus, and one student appreciated an instructor's choice to break lectures into shorter videos [+W]
• Questions interpolated between video lecture segments improve subsequent test performance and reduce mind wandering [+W]
• MOOC video engagement declines with video length, with median engagement under half the duration for videos longer than nine minutes [+W]

Related Strategies¶

• Micro Flipped Classroom
• Pre-recorded Instructional Video
• Limit flipped classroom video duration to around 20 minutes and use opening quizzes
• Limit pre-class video length to 20 minutes to reduce student burden
• Keep pre-class teaching videos short (10–20 minutes), goal-targeted, and followed by checking homework
• Use short, narrowly focused instructional videos tailored for online learning
• Use start-of-class quizzes on pre-class video content as a regular part of flipped in-class sessions

Examples¶

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Key Sources¶

• Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Education Tech Research Dev. https://doi.org/10.1007/s11423-016-9502-1