10 Practical Leads for Effective Implementation of Lecture Videos in an Introductory Course: Practical marginal conditions to succeed lecturing science supported by lecture videos

Abstract

The use of lecture videos has grown more and more popular because it provides both an audio and visual stimulus to new, difficult and sometimes boring scientific content. Lecture videos may offer a solution for students to be self-reliable, achieve self-attentiveness and take over responsibility for their learning progress. Especially with students of the generation “digital natives” entering higher education lecture videos seem to be ubiquitous. However, the implementation of lecture videos needs to follow a thread and be aligned with the course requirements. Lecture videos are definitely not a substitution for lecturers but a support for transferring theoretical knowledge into the practical requirements of now-a-day students. Lecturers are highly challenged when using lecture videos as teaching resource because students need to fully accept lecture videos as beneficial, scientifically worthy and means to study freedom regarding place and time to improve learning objectives. Therefore 10 practical leads from teaching material science to first year engineering students have been compiled and commented to provide easy access for lecturers.