Comparing the Effectiveness of a Training Video to Classroom Lecture: A Pilot Study

By Kathy Keltner-Previs, Karen L. Rudick and Joshua Faust.

Published by Ubiquitous Learning: An International Journal

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Since the inception of video technology, educators in a variety of disciplines – from physics to music – have recognized the utility of broadcast or video instruction. This paper examines the creation of a video used by a medium-sized southern university’s Career Services Office for training students to utilize an innovative instructional technique, called S.T.A.R., when answering behavioral-based interview questions. Using observational learning theory that posits individuals tend to model observed behaviors, the authors examine whether students are more apt to learn from a classroom instructor or from a videotape featuring peer-to-peer learning, or student actors. Both methods have been shown to be effective depending upon the subject matter at hand and upon the complexity of the skill or craft being learned. However, studies indicate students are more likely to model behavior if s/he can identify with the person giving the instruction (Hidi & Harackiewica, 2000 and Craig et.al, 2009). Applied to the task at hand, we hypothesize students will learn from the training video illustrating how others (student actors) handle certain interview situations and students will be judged more effective in their employment interviewing techniques when receiving training. Furthermore, we investigated how effectively students implement the S.T.A.R. method, comparing video versus classroom training. Results indicate that employing the S.T.A.R. method did result in higher scores in students’ mock interview. We also found that students’ confidence levels increased due to being better prepared after viewing the instructional video. Finally, there was a significant correlation among students’ scores who employed the S.T.A.R. techniques and who took an undergraduate-level interviewing course.

Keywords: Producing Training Videos to Increase Students’ Learning, Evaluating Training Video’s Learning Effectiveness when Compared to Classroom Lecture, Faculty-Student Collaborative Effort, The S.T.A.R. Instructional Technique, Answering Behavioral-Based Interview Questions, Observational Learning Theory, Employment Interviewing Techniques, Training Video

Ubiquitous Learning: An International Journal, Volume 5, Issue 4, pp.55-62. Article: Print (Spiral Bound). Article: Electronic (PDF File; 436.071KB).

Dr. Kathy Keltner-Previs

Assistant Professor, Communicaton Department, Eastern Kentucky University, Richmond, Ky, USA

Dr. Kathy Keltner-Previs is an Assistant Professor of Communication, Public Relations at Eastern Kentucky University. She teaches courses in public relations, research methodology, social/new media, science communication and government relations. She earned a Ph.D. in Communication from The Ohio University’s E.W. Scripts College of Communication in 2007. As a Guggenheim Fellow at the Smithsonian Institution’s National Air and Space Museum in 2004, she was able to advance the research for her dissertation pertaining to the Apollo program. Her research interests examine how issues and stories of science and technology are communicated to the public, and the role of public relations in those discourses. She has published articles pertaining to public relations, pedagogy, public opinion, presidential rhetoric, and representations of scientists in popular culture.

Dr. Karen L. Rudick

Associate Professor, Department of Communication, Eastern Kentucky University, Richmond, Kentucky, USA

Dr. Karen L. Rudick is an Associate Professor of Communication Studies. She received her Ph.D. in Organizational Communication with an emphasis in Negotiations in 1991 from Purdue University. Dr. Rudick started teaching at Eastern Kentucky University in 1992. She teaches courses in Negotiation, Communication Theory, Organizational Communication, Interviewing, and Business & Professional Speaking. Created in 2005 with alumni donations, the Karen L. Rudick Entrepreneurial Scholarship pays tribute to Dr. Rudick’s dedication and service to students majoring in Communication Studies. In 2006 Dr. Rudick was awarded the Distinguished Educational Leader Award for “Most Outstanding” teacher by the Eastern Kentucky University Student Government Association.

Joshua Faust

Student, Communication Department, Eastern Kentucky University, Richmond, KY, USA

Eastern Kentucky University Student, Eastern Kentucky University, USA