Author: Emily Farris (Texas Christian University).
To improve my quantitative foundations, I have been taking an online Math class in the summer. Each week I will complete a lecture, which will include a chapter reading, small module videos, and some practice problems.
Online classes have taught me more than Math. It has also taught me how to think about students when designing online teaching strategies.
These are my top tips for using videos in an online class.
Tip 1: Keep it brief
Videos that last more than 15 minutes exhaust me. It’s difficult for me to find time to watch videos when I have to care for my toddler and work my regular job.
If the video is too long, I may need to stop it. It can be difficult to jump back in and refocus when I have a second.
Tip 2 – Talk slower and give a transcript.
I take notes to make it easier to recall later. I find myself often watching the same 15 seconds over and again to remember what I saw.
Closed captioning can be useful for providing a transcript. However, it may not capture every word. Make sure to edit. If students want to see the video faster, they can speed it up themselves.
Tip 3: Limit fancy production.
It was surprising to discover that production didn’t matter to me at all. I just needed to be able to hear the professor clearly and see what I needed.
The professor recorded a video of them talking and then used a whiteboard to teach. But, I would have been fine with audio and the whiteboard.
Tip 4 – Roadmap and bookend videos
Let me know what you’re learning from this video and what you should learn from it so that I can double-check my knowledge at the end.
It is a good practice to state the desired outcome and/or the objective at the beginning of a video or presentation, even in times of no pandemic. However, this is especially important now that a large percentage of learning is online and self-guided.
Faculty who create content online via videos should aim to make short, easily understood videos with a clear goal. I learned a lot more about teaching by taking a class this summer.
Don’t get too excited about teaching online or moving your course. Students aren’t looking for that. These four tips should be helpful.
You can find more insight, strategies, and peer-recommended advice in our Navigating What’s Next series. It’s available right at your desk.

Oswald