Teacher centered approach

Videos can be associated with an instructional or transmission pedagogical approach when the teacher controls and choices the resources and the time and place for the learning to take place.

Different kind of videos can be used as well as different class format.

Captured lectures and video lectures

Lectures are examples of a teaching method in the scope of a teacher centered approach.

However, captured or streaming recorded lectures or video lectures have some advantages compared to live lectures as they can be used and reused in different scenarios or adapted to students learning pace.

So, even when used in a teacher centered approach, captured lectures and video lectures may bring flexibility and personalization into the teaching and learning processes, as they can be watched over and over again, can be paused the recordings to take notes. They can also help provide instruction when students are out of the classroom.

Some aspects should be considered  when recording and using lectures for teaching and learning: length, structure, immediacy, how to bring interactivity or to combine verbal and visual communication.

Testimonial by Anne Villems, lecturer at University of Tartu, Estonia (in Estonian)


The easiest way is to let videorecord the live lecture in classroom and made it available to students via the Internet. This is helpful for those who were absent the lecture. We call this preserved lecture.

But, have you seen the videos of your lectures? I’ve tried to look and it was surprisingly annoying. There is paradox – the more you use active learning elements in your lecture, the harder work for learners to look it after as video. Of course, the minutes given to audience for thinking, for discussion with fellow learners and dialogue with the teacher may be cut out from video later because these do not give anything special to the viewer, rather delaying the transfer of the content.

The second approach is more effective. Choose the most important concepts, insights and subtopics of your subject. Especially the ones that you know they are difficult to be acquired for learners and are as stumbling blocks in the exam. Prepare and record the separate video clip about each of such a complex matter.

This summary video clips should not be long. A reasonable length is about 5-10 minutes, rarely 15 minutes. If it is necessary to illustrate the material (pictures, formulas etc), it’s possible to use a digital board. It can be used to identify the processes and transformations, to bring interesting examples. A large number of Khan Academy videos are made especially with the digital board.

These videos give learners the possibility to check their understanding and repeat the most important things in preparing for the exam.

When learners group is heterogeneous, it’s good to record videos required to cover essential prerequisite topics that may be forgotten or not previously studied by all learners. That kind of videos help learners to acquire better your subject.

Demonstrations and tutorials

Videos can also be used to illustrate a scenario or present a demonstration. In this case video presentations or learning videos can be used.  These videos can be produced by the teacher but videos already done can also be reused. Tutorials can also be included in this section.

Transversal issues as video length and multimedia learning principles shall be considered.