5 Great Uses of Video in Online Courses

In today’s world, video is everywhere. In fact, according to Donchev (2018), over 300 hours of video are uploaded to YouTube every single minute! If you’re teaching an online course, chances are you’ve thought about using video—or maybe you already are. With the rise of user-friendly tools, creating videos has never been easier. Most modern computers come equipped with high-quality webcams and microphones, and there are plenty of software options available to help you record and edit like a pro.

That said, making an effective video requires more than just hitting the record button. Not all videos are created equal, especially when it comes to teaching and learning. A thoughtful approach can elevate your videos from basic to brilliant—enhancing your students’ experience and even boosting their motivation.

Let’s dive into five creative and impactful ways to use video in your online course.

1. To Create a Sense of Presence

Online courses can feel isolating at times. Unlike in-person classes, students don’t have those natural social interactions that happen in hallways or classrooms. That’s where video can shine! By creating videos, you bring a human touch to your course—showing your students that there’s a real, enthusiastic instructor cheering them on.

But what do we mean by “presence”? There are three types of presence that can be created in online courses: cognitive (or content) presence, social presence, and teaching presence.Different types of interaction in a course generate each of these kinds of presences.

Although instructors aren’t involved in cognitive presence, they are involved in creating social and teaching presence. Arguably, the effort to create teaching presence may be the most important, given that research suggests that teaching presence is the primary catalyst for the other two (i.e., cognitive and social presence; Shea & Bidjerano, 2009).

Ideas for how to use video to create presence:

• Create end-of-week video announcements that summarize what the students should have learned and either how future content will build on that knowledge or how it’s relevant to the real world.
• Upload a video response to the aggregated results of an exam, discussing common mistakes and recommending remedial material.
• Provide video feedback to individual students on a summative assessment.
• Include a video biography in which you describe your background and interests.
• Create a video for the beginning of a new module, covering the module objectives and what students can expect.

2. To Provide a Unique Perspective

You bring something special to the table as the instructor—your unique take on the subject matter. What unique takes do you have on the material students are consuming? Do you have a perspective that productively differs from arguments that the students are reading?Videos are the perfect way to share your expertise in a way that feels personal and engaging. Think of it as an opportunity to show your students why you’re passionate about the topic and how you think through problems. The videos give students a greater sense of value that you are their instructor, and that the course is not just a list of materials to consume and assessments to complete.

Sometimes, the best approach is to create your own videos to share your insights. Other times, you might use existing videos (like TED Talks or expert interviews) that present compelling ideas or visuals. Combining both approaches keeps your course dynamic and well-rounded.

Ideas for how to use video to provide a unique perspective:

• Synthesize or contrast multiple authors’ arguments based on your own research.
• Tell a personal story that involves the principles at hand.
• Introduce a wacky metaphor to help explain a complex process.
• Include a link to a compelling TED Talk.

3. Demonstrate a Process

When it comes to teaching processes or step-by-step instructions, video is often the most effective medium. Whether you’re solving equations, performing experiments, or walking through a software tutorial, videos make abstract concepts easier to understand. . Demonstrations serve to render complex processes more legible to many students, and students benefit from hearing how experts think.

One thing to keep in mind: accessibility. Always narrate your actions clearly—avoid phrases like “click here” or “move the mouse there.” This ensures that visually impaired students can follow along using captions, transcripts, or screen readers. So when performing demonstrations on camera, try to remember to dictate every step of what you do. It may not feel natural, but your video will be more accessible.

Ideas for how to use video to demonstrate processes:

• Use a document camera to break down the steps of a challenging solution on paper.
• Use screen capture software to demonstrate a new Java function.
• Present OER videos of chemistry experiments.

4. Present Intellectual Exchanges

Want to bring your subject matter to life? Videos can capture engaging conversations, debates, or interviews that showcase how experts think. When students see different perspectives or hear critical discussions, it helps them think critically about the material and sparks curiosity.

This approach works especially well when you invite guest speakers or collaborate with colleagues. Their insights enrich the learning experience and show students that education extends beyond the textbook.

Ideas for how to use video to present intellectual exchanges:

• Present the recording of a three-way video call with colleagues who present (and defend) their perspectives on the lasting impact of the Emancipation Proclamation.
• Reach out to an author of a novel you’ve asked the students to read and ask if you can record your Skype interview.
• Edit two existing OER videos to juxtapose different perspectives on the significance of one of the novels you’ve assigned.

5. Provide Real-World Connections

Students often ask, “When will I ever use this in real life?” Videos can help answer that question by showing real-world applications of course concepts. When students see the relevance of what they’re learning, they’re more motivated to engage and succeed. Research on motivation suggests that real-world illustrations of course principles enhance students’ sense of the material’s relevance (and thus enhance their overall motivation within your course; Norman, Ambrose, Bridges, DiPietro, & Lovett, 2010). Students want to know that what they’re studying has relevance. So if you’re thinking about making a video for your online course, consider if there are places you can visit with a camera that can help bring your course materials to life.

Ideas for how to use video to provide real-world connections:

• For each principle in a statistical thermodynamics class, film a simple real-world “video hook” that demonstrates an application of the principle. For example, demonstrate how ice floats in water, but small pebbles (another solid) sink, explaining that the principles in this module will address why this occurs.
• Film a short module introduction in an urban neighborhood that indicates clear signs of gentrification, using it as a leaping-off point for a political science course.
• Post a YouTube link to the infamous video of the Tacoma Narrows Bridge swaying and collapsing as an example of the application (or lack thereof) of eigenvalues.

Conclusion

You can use videos in a variety of ways in online courses. They can play a valuable role in helping your students achieve your learning goals while also accomplishing important secondary goals, such as enhancing motivation, building community, and establishing presence. Even if you aren’t an experienced speaker or tech pro, the wide availability of technology allows you to easily dive into video creation, and your unique voice and perspective will help your course stand apart among other online content.

References

Donchev, D. (2018, April 4). 37 mind blowing YouTube facts, figures and statistics – 2018. Retrieved from https://fortunelords.com/youtube-statistics/

Norman, M. K., Ambrose, S. A., Bridges, M. W., DiPietro, M., & Lovett, M. C. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543–553.