Temple University’s Fox School of Business is among the largest, most distinguished business schools in the world, and faculty use the newest technologies to transform the way business students learn. The use of academic video has exploded in the school and is deepening engagement, personalizing learning and ultimately improving learning outcomes and retention.

Five years ago, Fox School of Business began using Mediasite for lecture capture in its new Alter Hall business school facility. Every classroom in the seven-story, 217,000 square-foot building is outfitted to be streamed live and on-demand using Mediasite. Students are able to easily review lectures and search for concepts.

In addition, faculty are flipping their classrooms — recording personal short video lectures in a studio for students to review outside of class, something they started doing long before flipped instruction was the thing to do.

At the center of all the school’s academic video initiatives is Darin Kapanjie — an Assistant Professor in the Statistics Department who joined Fox in 2001, the Managing Director of Online & Digital Learning and Academic Director of the Fox Online MBA and BBA programs. Kapanjie is committed to teaching beyond the physical classroom and is known for using cutting-edge teaching technologies.

Read on for his take on why using video is essential to teach business classes.

Why is it important to teach business with video?

Darin Kapanjie: Video is really hot in our school. Faculty are lining up to shoot videos in the studio. It all started when we implemented lecture capture and now evolved to shorter, production value vignettes. Video is great for students to review content, especially in rigorous quantitative classes, or for students who miss class for athletics or illness.

Several faculty in the Fox School of Business have implemented the flipped approach now that we have a library of video content. It’s important to use academic video as part of your teaching strategy because it enables you to dive deeper in to topics in class. I don’t see the point of delivering a long lecture anymore. Why do people need to show up on a specific day and time to listen to me talk about statistics? I’d rather record a short video lecture for students to watch before coming to class so that we can show up, engage with the content and take things to the next level.

What has student response been to using academic video?

Fabulous. By flipping my classrooms, instead of me delivering a 90-minute lesson and the students not being engaged with the content, they’re watching two 15-minute videos before class. They’re short and sweet, and students love that. Using this flipped approach is a lot more work for the students and faculty up front, but it provides such a better experience and learning environment, and students seem to grasp the material a lot better.

Students love being able to download transcripts and pause, rewind and re-watch certain parts. That’s one of the reasons we started recording all our classes with Mediasite. There’s a huge demand and need for reviewing content. It takes your average student and brings them to the above average level when they have the ability to go back and review lectures. There’s really no excuse for a student not to do well with these types of resources if they put the time in. In course evaluations, students say that having videos to review content is their favorite part about the course and that they would not have been able to succeed if not for the use of video.

What should instructors who are just starting out with video keep in mind?

  1. Make your videos short — 10-15 minutes is a good length. And make sure it’s topic-based. Don’t just talk about the chapter you’ll be working on in class but rather, focus on key topics and break those down into a series of video lectures.
  2. Tie activities around the video. Don’t just create a video and expect people are going to watch it. You need to design elements to reinforce the need to watch and engage with the video. After a student watches a video they could take a short quiz or participate in an online discussion prior to coming to class. At Fox, we have instructional designers who help faculty best incorporate design strategies.
  3. For instructors who are scared: Don’t think that just because you record a video lecture you aren’t needed in class anymore. You still need to manage the course and the interaction and grade assignments. Technology is not going away and video is sweeping across education. I don’t think that’s going to change. It’s only going to become more prevalent in higher education. There are some faculty who have difficult times wrapping their heads around academic video but if they have the proper support at their schools, it’s their opportunity to succeed.