Abstract
Web-based video courses are gaining in acceptance at the university level (i.e., the University of Central Florida). This directed research is concentrated on scrutinizing video practices in computer-assisted learning and face-to-face settings as well as TV news and advertising, in the hope to propose optimum use of video in asynchronous learning network classes. PsycINFO is employed to identify twenty peer-reviewed research articles concerning video. Two major cognitive learning theories are identified and represented in the literature. The purpose of this study is to suggest instructional strategies and provide feasible, further research topics to practitioners and researchers. Thirteen instructional strategies are addressed.
| Keywords: | dual coding theory; information redundancy; limit reserve capacity; zone of proximal development; vicarious experiences |
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