Motivational effect of shifting educational video in a blended instructional design

Present study is about when and how to make use of video in a blended teacher education course for boosting learning motivation. One of the blended learning models, the lab-rotation model was applied in assistance with original video materials, which were produced for the study. In this quasi-experiment, we compared the learning motivation of two groups: learners who viewed video at the beginning of the lessons (BG) and those at the end (EG). The experimental process took place in the Instructional Material Design course for four weeks. The authors produced 15 educational videos and applied them to 52 preservice teachers of Turkish language. The pretest and posttest learning motivation scores and participants’ views on contributions of video on their learning motivation and lab-rotation model itself were collected. The quantitative findings suggest that the lab-rotation design significantly increased learner motivation of both groups towards the course. Besides, no significant difference was found between the two groups, which indicates that there was almost equal increase in the learning motivation. Moreover, qualitative findings also support that lab-rotation positively affects learning motivation. Thus, we recommend practitioners to apply the lab-rotation model amongst other blended learning models to increase learner motivation especially by facilitating educational video in higher education. Regardless of the timing for using video in a course flow, instructional designers can be encouraged to use educational video to increase learner motivation.