Unlock the potential of career-focused instructional videos in online higher education! Join us to explore how these videos enhance adult learners' engagement, practical understanding, and overall satisfaction. Discover actionable strategies for creating impactful educational content that meets workforce demands and transforms learning experiences.

In the current digital era, the higher education landscape is profoundly influenced by rapid technological advancements (Dumford & Miller, 2018) alongside shifting student expectations and economic demands that require graduates have practical skills and workplace readiness (Bridgstock et al., 2019; Taylor & Haras, 2020). As colleges and universities face increasing pressure to adapt their course offerings to align more closely with these evolving demands, instructional videos have emerged as an important pedagogical and andragogical tool (Belt & Lowenthal, 2021; West et al., 2017). The use of instructional video is claimed in the literature to enhance student engagement (Lowenthal, 2022) and to facilitate the practical application of theoretical knowledge (Shek et al., 2023), particularly in disciplines requiring direct career application. However, despite video’s prevalent use in the online classroom, the actual effectiveness of instructional videos, especially within adult online learning environments, remains insufficiently explored and the claims of effectiveness seem somewhat contentious. The proposed presentation centers on the role of career-focused (C-F) instructional videos within an online Health Administration course to determine how adult learners perceive the usefulness of these videos and the videos’ impact on the students’ educational experience. Using a mixed-data approach, triangulated data from end-of-video surveys, an end-of-course survey, and in-depth interviews with students will be presented to measure the videos’ instructional effectiveness. Data were supplemented by a comprehensive literature review based on multimedia learning theories and adult education principles, drawing from the works of Mayer (1997, 2008, 2022) and Knowles (1970, 1980; Knowles et al., 2020). Additionally, theoretical triangulation from expectancy-value theory (Eccles et al., 1983; Wigfield & Eccles, 2000) addresses how the perceived value of a learning task influences adult learners’ engagement and motivation, further shaping their educational outcomes. The theoretical triangulation supports both the data and the investigation into how effectively C-F videos meet adult learners’ expectations and perceived utility. Results from the study indicated a strong approval among students for video elements that enhance learning engagement and practical understanding. Students particularly valued the authenticity of content, which included real-world applications and practitioner insights that made learning more relatable and relevant. The videos’ practical relevance was also highlighted as a critical factor; using relevant videos connected theoretical knowledge to real-world scenarios in a way that enhanced the perceived value of the educational content. Also noteworthy, results indicated the inclusion of interactive elements like knowledge checks helped reinforce learning and support the retention of critical information. Additionally, data gathered from end-of-video and end-of course surveys revealed a robust positive correlation (all above r=.8, p<.01) between students' perceptions of the videos’ usefulness, satisfaction with the C-F approach, and their overall satisfaction with the course. The correlation suggests that well-designed videos can significantly enhance student engagement, satisfaction, and can contribute to a more fulfilling and effective learning experience. The study is of interest to OLC attendees because the results contribute to the ongoing exploration on the efficacy of multimedia as an instructional tool; thus, reinforcing the notion that when videos are thoughtfully integrated into a course, multimedia uses have the potential to transform C-F educational experiences and outcomes. Study findings can help OLC attendees advocate for the strategic use of video content in online courses by emphasizing the need for educational videos to be crafted with a purposeful understanding of adult learning theories, multimedia learning principles, and the specific needs of the workforce. As educational institutions continue evolving to meet student and employment demands, the integration of such instructional tools like video will likely play an important role in not only enriching learning but also in preparing students for successful professional careers. Engagement Strategy The presentation will begin with an activity where attendees will be shown three, two-minute video clips and take notes on what they perceive and observe. After watching the videos, they will complete a brief survey about the videos, which will be followed by a discussion of the results and open dialogue about the elements perceived to be most useful by the audience. The activity will be followed by the formal presentation, which will include further discussion on the similarities and differences in perceptions between attendees and study participants. Takeaways Upon attending the presentation, attendees should take away four central ideas: 1. Characteristics that make a video effective for instruction in C-F courses for adult learners. 2. The importance of adult learning theories, multimedia principles, and the specific needs of the workforce in developing effective instructional videos for C-F courses aimed at adult learners. 3. The need to ask the right questions for generating instructional videos for C-F courses with adult learners. 4. Data to support the use of instructional videos as being effective for online learning situations. References Belt, E. S., & Lowenthal, P. R. (2021). Video use in online and blended learning courses: A qualitative synthesis. Distance Education, 42(3), 410–440. https://dx.doi.org/10.1080/01587919.2021.1954882 Bridgstock, R., Grant-Iramu, M., & McAlpine, A. (2019). Integrating career development learning into curriculum: Collaboration with the career service for employability. Journal of Teaching and Learning for Employability, 10(1), 56–72. Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://dx.doi.org/10.1007/s12528-08-9179-z Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meese, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). W. H. Freeman and Company. Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. Association Press. Knowles, M. S. (1980). The modern practice of adult education. Cambridge, The Adult Education Company. Knowles, M. S., Holton, E. F., Swanson R. A., & Robinson, P. A. (2020). The adult learner. The definitive classis in adult education and human resource development (9th ed.). Routledge. Lowenthal, P. R. (2022). Exploring student perceptions of asynchronous video in online courses. Distance Education, 43(3), 369–387. https://dx.doi.org/10.1080/01587919.2022.2088479 Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19. Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769. Mayer, R. E. (2022). Cognitive theory of multimedia learning. In R. E. Mayer and L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed.), pp. 57–72. Cambridge University Press. Shek, D. T. L., Wong, T., Li, X., & Yu, L. (2023). Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study. PLoS One, 18(9). https://dx.doi.org/10.1371/journal.pone.0291861 Taylor, S. C., & Haras, C. (2020). Beyond classroom borders: Linking learning and work through career-relevant instruction. American Council on Education. https://www.acenet.edu/Documents/Beyond-Classroom-Borders.pdf West, R. E., Jay, J., Armstrong, M., & Borup, J. (2017). “Picturing them right in front of me”: Guidelines for implementing video communication in online and blended learning. Tech Trends, 61(5), 461–469. https://dx.doi.org/10.1007/s11528-017-0208-y Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://dx.doi.org/10.1006/ceps.199.105