Structuring a Videolecture: Psychological Criteria and Efficiency Factors

Abstract

The present research feature the content structure of public and extracurricular videolectures compiled by university professors (n=30) and assessed by university students (n=543). The research included such parameters as interaction, presentation, and illustration. The students evaluated videolectures performed by unfamiliar lecturers according to the following parameters: content, professional applicability, interest, and readiness for further independent study. The students’ assessments of the lectures content and usefulness were most sensitive to the way the content was organized. An extracurricular videolecture was rated higher if it was aimed at conveying information and included minimal amount of terminology and references to the lecturer’s own professional experience, while a public videolecture was rated higher if the lecturers saturated it with scientific terminology and examples from their professional experience. The public and extracurricular videolectures were analyzed from the point of view of their applicability for higher education.

Keywords

• electronic educational technologies
• offline learning
• videolecture
• video content
• interaction style
• performance parameters
• performance predictors