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Videotaped teaching and learning methodology – an experiential learning and action research approach

Ghadah Al Murshidi (Department of Curriculum and Instruction, College of Education, UAE University , Al Ain, United Arab Emirates)

Journal of International Education in Business

ISSN: 2046-469X

Article publication date: 23 September 2020

Issue publication date: 20 May 2021

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296

Abstract

Purpose

This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business.

Design/methodology/approach

The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments.

Findings

The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise.

Research limitations/implications

The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc.

Practical implications

The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable.

Social implications

The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future.

Originality/value

The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

Keywords

Citation

Al Murshidi, G. (2021), "Videotaped teaching and learning methodology – an experiential learning and action research approach", Journal of International Education in Business, Vol. 14 No. 1, pp. 144-158. https://doi.org/10.1108/JIEB-05-2020-0041

Publisher

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Emerald Publishing Limited

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