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Benefits of Screencast Technology for Blended Learning

Kaitlyn M. Valis

University of Maryland University College

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Benefits of Screencast Technology for Blended Learning

Technology is changing the way that teachers teach and students learn and many teachers

have found innovative ways to incorporate technology into their classroom that furthers learning,

encourage collaboration, and provides opportunities for diverse instruction. Blended learning is a

combination of computer-based online learning and in class face-to-face learning. The flipped

classroom is considered a form of blended learning where students use videos to learn content

that would normally be presented in lecture form at home and the homework or practice is

done in class. This approach to learning requires certain technologies and software to make these

techniques a reality. This paper will argue the necessity of these technological resources,

including screencast software and screencast capable computers, as a means for implementing

the blended learning and flipped classroom approach into courses. These technologies improve

learning outcomes and deepen learning, facilitate collaboration, and encourage engaging real

world projects.

According to J. Smith and R. Smith (2012), the trend in education is heading toward a

blended classroom, a combination of in class learning and online learning which brings out the

benefits of both methods of instruction. Three quarters of K-12 school districts (74.8%) across

the nation have introduced online curriculums and more than half of the remaining districts

(15%) are planning to use some form of online instruction in the near future (p. 208-209).

Specifically, the flipped methodology has been incorporated into many STEM classrooms

because while many students spend hours struggling at home through homework with no

guidance or assistance, in a flipped classroom teacher can answer questions and correct

misconceptions that may come up immediately (Berrett, 2012, 38). Educators also describe the

flipped classroom as an opportunity to differentiate instruction and meet the needs of all unique

learners in their classes (Finkel, 2012, p. 32).

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So how do educators incorporate blended learning into their traditional classroom? The

best way to do this is to incorporate already existing practices and curriculum into technological

aspect of the blended classroom. Screen-capture instructional technology produces in-house

digital lessons for online multimedia learning by infusing speech with dynamic illustrations of

enhanced graphs and moving images (J. Smith & R. Smith, 2012, p. 209). Using these screen-

capture resources teachers can capture their own lessons allowing teachers to explain concepts

the way they would in the classroom rather than some impersonal video by someone that

students dont know. Green, Pinder-Grover, and Millunchick (2012) describe that screencast

can take the form of recorded lectures or supplementary resources such as shorter mini-lectures,

explanations of homework, or exam solutions (p. 718). Students benefit from these recordings

created by their teacher, so teachers need appropriate equipment to develop these lessons and

videos. A computer capable of recording sound and preferably the ability to write notes directly

on the screen is required. To have these capabilities teachers need tablet/computer hybrid devices

such as the Microsoft SurfacePro, which have the appropriate capabilities. Furthermore, software

would need to be installed to capture what is happening on the screen for students to see. Some

examples of these could be Screencast-o-Matic, Jing, and Camtasia, some of which are free and

some have costs. Despite the cost of the computer technology and the cost of software the

benefits of these technologies and the methodology that can come from them far outweigh the

cost of the materials.

First, and most importantly, this technology and the blended learning that it facilitates

improved learning outcomes. Results show that improvement in learning occurs when this

method is incorporated into instruction. Fulton (2012) proposes that significant increases in

student learning and achievement occur when flipping compared to baseline data on the same

courses taught in the traditional classroom lecture mode (p. 16). Based on the data analyzed by
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J. Smith and R. Smith (2012) students in a blended learning environment outperform both

online instruction and face-to-face teaching (p. 209). Furthermore, students learning from the

screencast method of instruction have significantly higher posttest scores and an increase in

knowledge acquisition and transfer (J. Smith & R. Smith, 2012, p. 220). Specifically high

school students have increase achievement because of the use of screen-capture technologies in

the classroom (J. Smith & R. Smith, 2012p. 224). Although J. Smith and R. Smith found

quantitative evidence suggests increased learning their study did have limitations, including

length of observation and a narrow group of students studied. They could have broadened both

aspect of the research to get a more accurate representation of the outcome of this methodology.

Another study done by Green et al., (2012) defends that there is quantitative evidence that

suggests, students who use the screencasts more and perceive them to have increased their

understanding of the course material actually demonstrate increased competence in terms of

higher performance (p. 718). In their study, final course grades and performance on specific

exam questions were analyzed and students who reported that they received a deeper

understanding due to watching screencasts actually demonstrated more proficiency with the

course material (Green, et al., 2012, p. 733).

In addition, Green, et al. (2012) concluded that using screencast technology was useful to

students and created an environment where students were active participants in their learning.

The study also found that in general students saw these screencast videos and tools helpful (p.

723). When students actively engaged in the process, took notes, and rewatch segments of the

screencast videos they tended to perform better on homework and practice problems (Green, et

al., 2012, p.725). Using this technology also stimulates deeper thinking because of the additional

opportunities to work with the material. Rather than a lecture where students hear it once, with

no opportunity for repeat or slower pace, students have opportunities to engage with the material
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later at their own convenience outside of class. Also, learners have the opportunity in school to

employ different resources in the classroom and have more chances to engage with their peers in

learning and discussion (J. Smith & R. Smith, 2012, p. 209).

Collaboration is a part of every aspect of personal and professional lives. So what are

educators doing to prepare students for those situations? The traditional lecture style of teaching

gives little to no opportunity for real interaction with peers and even the teacher. Strayer (2012)

qualitative study on the inverted classroom suggests that students were more eager to engage

with each other in classroom activities then they were in a traditional classroom. Students in the

inverted classroom exhibited a desire to want to explain concepts to other students, feeling as

though this is the best way to learn something thoroughly (p. 188). There was more cooperation

where students explained concepts to each other. At the end these students stated there was more

value to learning when it was done with classmates (Strayer, 2012, p. 190). In this study Strayer

was the professor and observer which might have led to bias in the process. Learners also can see

the value in having multiple ideas and viewpoints in solving a particular problem. One student

suggests that having six or seven ways to think about a problem is better than just having your

one way to think about a problem, Berrett (2012) describes (p. 41). In these types of classroom

students have the time and freedom to engage with their own ideas and those of their peers which

is not possible in the traditional lecture style classroom.

Although, when students have the freedom to engage in collaborative environments

classroom management can sometimes be a problem. Teachers have to be comfortable with a

classroom were students are not in their seats, desks are moved into groups, and students are

working on the floor. There is bound to be a little bit of disorder in contrast to the classroom

where students sit quietly and listen to the teacher (Finkel, 2012, p. 29). Moreover, teachers need

to be comfortable juggling many different levels at the same time because students might be
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working at different paces. This is a benefit of this method because of the ability to differentiate

instruction to the unique level of each student is invaluable, but it can also be difficult. Fulton

(2012) suggests that kids need to be trained and guided to stay on task, work collaboratively,

solve their own problems, be disciplined. Thinking and learning can be quite noisy (Fulton,

2012, p. 14). Especially if some students are using their devices to rewatch screencast videos

there needs to be set guidelines and expectations for behavior in the classroom.

When screencast technology is used to teach basic concepts outside of class this method

allows for more in class collaborative activities and innovative real-world project based learning.

Eric Mazur of Harvard University argues that simply transmitting information should not be the

focus of teaching; helping students to assimilate that information should (Berrett, 2012, p. 39).

One of the goals in education is to have our students be able to apply their skills and knowledge

in their futures. What a better way to teach this then to have them practice with the guiding hand

of a teacher and with interactions with their peers? Bishop and Verleger (2013) state that much

of instruction can be done through screencast videos, but there are many activities that cannot

be automated or computerized (p. 4). Those are the activities that need to be happening in the

classroom. Most research on the flipped classroom employs group-based interactive learning

activities inside the classroom, citing student-centered learning theories based on the works of

Piaget 1967 and VygotskyThus, the flipped classroom actually represents an expansion of the

curriculum, rather than a mere re-arrangement of activities (Bishop & Verleger, 2013, p. 5).

Through the integration of this technology students have an opportunity to engage in learning

that would otherwise not be possible.

Lastly, according to the research by Finkel (2012) the amount of material being covered

in a particular course did increase (p. 29). In a course there might not be a need to get through

more content, but this methodology would allow for opportunities to incorporate more project
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based learning into the curriculum. Secondary teachers in particular often feel they do not have

the time to do these meaningful projects because of the content they must get through. This

method would allow time in the schedule for these very meaningful and beneficial projects

where students learn valuable content and skills. This would also allow students the choice to

pick their own subjects to study for a project that is unique to their interests (Finkel, 2012, p. 34).

Students become invested in these self-selected projects in ways that they would never by doing

a worksheet or studying for a test.

In conclusion, schools and technology departments should invest in technology capable

of creating and distributing screencast videos to integrate blended learning and the flipped

classroom into instruction. Teachers would need computers capable of writing and recording the

activity that is happening on the computer. Tablet/laptops hybrid computers, such as the

Microsoft SurfacePro, have worked great for this purpose in the past. Downloaded on the

computer teachers would also need some type of screencapture software that can record what is

happening on the screen as well as the teachers voice describing and explaining the content.

Using these technologies, teachers are able to create blended classrooms where students are

engaged in deeper, more collaborative learning, as well as opportunities to expand their

application of the content they are learning through real-world project based learning.
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Works Cited

Berrett, D. (2012). How "flipping" the classroom can improve the traditional lecture. Education

Digest: Essential Readings Condensed for Quick Review, 78(1), 36-41. Retrieved from

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spx?direct=true&db=eric&AN=EJ999431&site=ehost-

live&scope=site;http://www.eddigest.com/index.php

Bishop, J.L. & Verleger, M.A. (2013). The flipped classroom: Survey of the research. American

Society for Engineering Education. Retrieved from

http://www.asee.org/public/conferences/20/papers/6219/view.

Finkel, E. (2012). Flipping the script in K12. District Administration, 48(10), 28-30,. Retrieved

from

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b=eric&AN=EJ984780&site=eds-live&scope=site;

http://www.districtadministration.com/article/flipping-script-k12

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning.

Learning & Leading with Technology, 39(8), 12-17. Retrieved from

http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&d

b=eric&AN=EJ982840&site=eds-live&scope=site

Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2012). Impact of screencast technology:

Connecting the perception of usefulness and the reality of performance. Journal of

Engineering Education, 101(4), 717-737. Retrieved from

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Smith, J. G., & Smith, R. L. (2012). Screen-capture instructional technology: A cognitive tool

for designing a blended multimedia curriculum Baywood Publishing Company, Inc.

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Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation

and task orientation. Learning Environments Research, 15(2), 171-193. Retrieved from

http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&d

b=eric&AN=EJ977852&site=eds-live&scope=site; http://dx.doi.org/10.1007/s10984-

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