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This paper investigates the perceived value of college student created videos as a tool for enhancing the student learning experience. Two different business courses are examined: one of the courses is an undergraduate accounting course and the other is an undergraduate marketing course, both in a school of business in a comprehensive state university in the northeast. In the marketing course, students are required to create videos as part of their grade assessment; in the accounting class, creating videos is an optional extra credit assignment. Qualitative research was conducted by asking students to write brief responses describing their experience with creating videos. Descriptive statistics were gathered in an effort to assess student satisfaction and appreciation for the video creation experience. The results of the research suggest that students appreciate the video experience; they find it relevant and entertaining. They also report that it helps reinforce concepts they have been exposed to in class.
Keywords: Student created videos, Student generated videos, Active learning.
Introduction
The research literature is ample regarding the value of incorporating digital videos in the classroom. For the most part, academics discuss the use of professionally made videos as supplements to lectures, providing students with realistic situations, images and discussion from industry practitioners, adding an experiential flavor to the classroom instruction. There are also examples in the research literature of instructors creating digital material to supplement class content through podcasts, vodcasts and short digital videos. Much less discussed is the use of college student, created videos as an active learning assignment. This paper assists in mitigating this deficiency by investigating the use of college student, created videos in the classroom, and by evaluating the relevancy and student perceived satisfaction of the activity.
Some class assignments are expected to produce a higher level of mastery of particular subject content. In-class presentations are one such assignment. Student created videos require even more preparation than a typical in-class presentation. Not only is it necessary for the student to synthesize various sources on the subject content, the student must also write it down as a script, read it, recite it and then create a video, sometimes requiring multiple "takes" and subsequent editing. Each of these steps repeatedly exposes and reinforces the subject content for the students.