Qualitative descriptive study on the use of instructional videos by undergraduate students

Abstract

This qualitative descriptive study explored how undergraduate students in the south-eastern United States of America use instructional videos in online courses. Grounded in the technology acceptance model and informed by concepts related to self-regulated learning, the study examined student perceptions of use, usefulness, ease of use and enjoyment. Twenty participants shared their experiences through individual interviews (11 participants) or focus groups (nine participants). Reflexive thematic analysis resulted in seven interconnected themes: use, usefulness, enjoyment, ease of use, length of video, video characteristics and student factors. Usefulness was the strongest influence on video use. Students also considered length and, occasionally, enjoyment when deciding whether to watch videos. Video characteristics, such as enthusiastic speaker and student factors, such as academic goals and time management, also influenced use. Students demonstrated self-regulated learning by strategically managing their time, attention and effort through behaviours such as increasing playback speed, multitasking and determining whether videos aligned with their academic goals. These findings offer insight into student decision-making and suggest strategies for designing instructional videos that students are more likely to use.

Implications for practice or policy:

• Instructors should clearly state why an instructional video is necessary for students’ academic goals.
• Creators of instructional videos should understand that undergraduate students will often employ time-saving strategies when using instructional videos.
• Creators of instructional videos should create instructional videos that are as short as possible.
• Creators of instructional videos should create videos with enthusiastic and engaging speakers, dynamic visuals and real-life applications.