The Outcome and Impact from Video in OER
Video is used in many OER. Bates & Gallagher (1987) found that students transfer the notion of television-as-entertainment and while highly rating and satified with the experience, they achieved poor surface learning and low grades. After pre-teaching how video requires the student to take a questioning deep approach, their grades were improved.
Moreover the one-way mode has been criticised as inducing and promoting passive introversion in the student, leading to social estrangement in their local community where inter-personal communications thrive on body gestures – noted by Boyd (1989) in the early graduates from the UK Open University “becoming estranged from their native culture rather than being enabled to help its evolution“.
Perhaps a Study Guide or student-created video is the answer ?
Bates, A., & Gallagher, M. (1987). Improving the educational effectiveness of television case-studies and documentaries. In O. Boyd-Barrett & P. Braham (Eds.), Media, knowledge and power. London : Croom Helm, & the Open University.
Boyd, G.M. (1989). The life-worlds of computer-mediated distance education. In R. Mason & A. Kaye (Eds.), Mindweave : Communication, computers and distance education, (pp. 225-227). Oxford : Pergamon Press.