Learning through Video Production

An Instructional Strategy for Promoting Active Learning in a Biology Course

Abstract

Videos are widely used in education but the pedagogical potential afforded by students' video productions is largely unexplored. This pilot study used video production as an instructional strategy for promoting active learning in a biology course. Students were instructed to build a 3D model and create a video to explain cell structure and function. They then summarized their project proposal, goal, scientific content and innovation in a report. They were suggested to form teams comprising students from different disciplinary areas, and to incorporate interdisciplinary knowledge into their videos. During the project, three psychological needs including autonomy, competence, and relatedness were supported based on self-determination theory in order to enhance intrinsic motivation. Analysis of the data from student feedback, submissions (models, videos and reports) and final examination revealed enhanced active learning and improved understanding of biological concepts. The results also suggest a need for fostering integrative thinking across disciplines.