The use of video as a teaching resource in a new university

This paper reports on a survey of the use of video as a teaching resource within one British University, drawing on evidence gathered during 1995 from fourteen Schools within its four Faculties. It identifies the factors and issues which influence the use of video in teaching, including management of video resources within the Schools; how video is used to support teaching strategies; and its perceived usefulness as a teaching resource. Findings note the extent to which video is used across the University; the factors that support or discourage its use; and the awareness and expectations that teaching staff have of video as a teaching tool. The discussion offers some recommendations as to how video use may be supported and improved within the University. The research could form the basis for a larger study to establish whether the findings from this survey may be typical of the picture in higher education generally. Introduction Whilst acknowledging the work done on the effectiveness of different media as teaching and learning resources (Bates, 1987; Rowntree, 1992; Laurillard, 1993), and on the different interpretative or cognitive skills that they require (Salomon, 1979; Olsen and Bruner, 1974), this paper confines itself to the results of original research on the specific use of video as a teaching resource in a single higher academic institution. It does not concern itself with distance learning courses, where such use would be expected, but concentrates on course delivery to full and part time students who study at, rather than with, one Scottish University. Rationale Although video and broadcast use in teaching is well established in schools (Moss, Gunter and Jones, 1991) and has firm vocational and pedagogical relevance in Further Education (BBC/SFEU, 1994), its place in residential University teaching strategies is reputedly low profile. As Educational Television Services within Universities fall prey to cutbacks, and investment in bespoke video gives way to Computer Based Learning and multimedia technologies, does video still have a place in Higher Education? This question must be considered in the light of current market trends in educational broadcasting, where a global expansion in educational video (either stand-alone or as part of mixed media packages) is evidenced by the BBC’s satellite commitment with BBC World, and Murdoch’s success with vocational programming on ZTV in Asia. Nationally this trend is reflected in the Cable Communications Association’s undertaking to link all UK schools to cable television services. Given these factors, which clearly suggest that video as a teaching medium is not in decline, it was decided to undertake a pilot study of its present state of health within one Higher Education establishment, which could form the base for a larger investigation. The research was conducted within all fourteen Schools and four Faculties of The Robert Gordon University. The Robert Gordon University (formerly the Robert Gordon Institute of Technology) attained university status in 1992, and currently offers a wide range of courses from Fine Art to Mechanical and Offshore Engineering. Over 8000 students attend the University, which seeks to offer the intellectual rigour of Higher Education whilst producing: “... versatile and resourceful practitioners ...” (Mission Statement, 1992). Such a Mission Statement encourages the use of all appropriate technologies in learning and teaching within The Robert Gordon University, and this is reflected by the availability of both technical support and facilities. New staff undertake a Tertiary Level Teaching Certificate, in the course of which they design video, audio or Computer Aided Learning (CAL) packages tailored to their personal teaching needs (one module of the course specifically addresses the use of video in teaching). Although such staff development is actively promoted, logistically only a small proportion of existing staff will have undertaken it. The research model The aim of the research was to “identify the factors and issues which influence the use of video in a Higher Education establishment”. In order to execute this aim a research model was designed around the following areas: • use—including amounts and types of video texts used; and factors encouraging or discouraging their use • teaching—including how video is used to support teaching strategies; its perceived usefulness as a teaching resource, and what is actually taught using video • resource management and access—including information sources for video selection; responsibility for and access to video materials. A case study approach was adopted as being the most appropriate means of applying the research model within a teaching environment. In order to obtain cooperation for such a study all teaching staff were sent a flier, which established first, whether they used video in their teaching, and second whether they would be willing to participate in the research. This was an essential precursor, because although superficially the return from the flier was small (only 135 out of 408 sent), it did identify 100 staff who Video as a teaching resource in a new university 41 © National Council for Educational Technology, 1997. 42 British Journal of Educational Technology Vol 28 No 1 1997 © National Council for Educational Technology, 1997. were prepared to complete the longer questionnaire used in the case-study. Staff who did not use video in their teaching were asked to state reasons why, and their responses used to inform design of the questionnaire. For example when “inappropriate subject material” or practical factors such as “large class sizes” were quoted as barriers to video use they were built in as possible answers to multiple choice questions. Although the aim of the project was specifically to identify factors influencing the use of video, the reasons given for non-use are clearly pertinent, and are discussed in some depth later in this paper (see: Factors discouraging the use of video). The questionnaire Using the framework devised for the research model, the questionnaire was divided into three sections, Use; Teaching; and Resource management and access, and was designed to gather both quantitative and qualitative data through multiple choice and open questions. In determining the multiple choice answers for sections 1 and 2 the research team drew on established findings on the generic strengths of video as a teaching aid (Bates, 1984 1987; Salomon, 1979; Laurillard, 1993).