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6 ways video technologies are fundamentally shaping education

New survey reveals extent to which video technologies have impacted teaching and learning in K-12 and higher-ed classrooms.

Video technologies’ continue to have a profound impact on K-12 and higher-ed classrooms as educators and students report increases in achievement, engagement and active content creation, according to a new survey from Kaltura.

Ninety-nine percent of institutions report they have teachers regularly incorporating video technologies in their curriculum. More than half are using video for student assignments, with 21 percent reporting that more than half of their students actively create video (up from 10 percent in 2016). Seventy-three percent of higher education institutions use video technologies for remote teaching and learning.

The survey gathered responses from more than 1,000 educators, administrators, students, IT and media staff, and instructional designers.

(Next page: How many educators believe video technologies improve students’ learning experiences?)

Ninety-three percent of respondents said they believe video increases students’ satisfaction with their learning experience, and 85 percent said it increases student achievement. Seventy percent said they think video increases the sense of affiliation of alumni with the institution and 78 percent said it makes the on-boarding of new employees smoother.

Institutions use video for:

  • Classroom showings (70 percent)
  • Supplementary course material (63 percent)
  • Lecture capture (59 percent)
  • Student assignments (59 percent)
  • Recording students practicing in class (54 percent)
  • Flipped classrooms (53 percent)

Twenty-six percent of educators who responded to the survey said more than half of the educators in their institutions use video in their classes.

Active use of video by students (that is, creating or re-purposing video as part of their coursework as opposed to merely watching it passively) is still at an earlier stage. Twenty-one percent of respondents (13 percent of educators) report more than 50 percent of their students are actively using video.

Forty-six percent of respondents said their institution uses a video solution integrated into their LMS, while 15 percent use built-in video tools in the LMS. Ten percent do not currently use a video solution inside their LMS but said they are considering it, and 6 percent do not use video in their LMS and are not considering it.

While the majority of institutions report that students have at least some access to most of the tools needed to create and manage video, the rates are lower than for those of educators: 81 percent, compared to 93 percent of educators. Only 10 percent of respondents believe students at their institution have full access to dedicated training on video technologies.

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Laura Ascione

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