Student perceptions of indexed, searchable videos of faculty lectures

This paper describes a large-scale study of student use and perceived value of videos of faculty lectures as an additional learning resource. The survey-based study was conducted with ~2,300 college students in biology, chemistry, computer science, geology, and mathematics. The study provides a nuanced understanding of the nature and frequency of students' video usage; student perceptions of value of video use; and differences in use and value by students representing different groups (field of study; student demographics; demands on students' time; students' goals, previous experience, and commitment to education). Most students used the videos and a very strong majority valued them as a learning resource Students with longer commute times were more likely to use the videos. No evidence was found that videos are used in place of going to class. On the contrary, students who used more videos also were more likely to attend class. Students overwhelmingly valued the finding tools (index and search). The value that students place on video lectures as a learning resource exceeds expectations. This study contributes to the growing body of evidence that making video lectures available, especially when they have features that aid finding specific sections, is worth faculty time.