Effectiveness of Video-Based Learning in Teacher Education

Abstract

Due to the widespread usage of Internet and the prevalence of large-scale open online courses, online learning has amplified. To improve the effectiveness of online learning, video-based learning methodologies are continually being redesigned. Video-based learning provides huge learning opportunities as well as access to a tremendous amount of knowledge and information. Because of their numerous benefits, online learning videos are becoming more popular among both student-teachers and teacher-educators. Video-based learning shouldn’t always be considered as the preferred option because obstacles might easily prevent pupils from learning. Since studentteachers and teacher-educators have precise expectations for learning outcomes, technology must be used carefully rather than just because it is new and accessible. The primary goal of this study was to examine the effectiveness of video-based learning in terms of student-teachers’ learning outcomes in teacher education institutions. The study made use of experimental research. Random sampling was used to select the sample of 74 student-teachers, who were divided into two groups of 37 students each: control and experimental. Inferential statistics were used to analyze and interpret the data. The results showed that the experimental group (video-based learning) performed better than the control group (traditional learning) on the post-test, which was attributable to the video-based instruction. As a result, it was concluded that, in terms of student-teacher learning outcomes, video-based learning is better to traditional learning methodologies.