Active Learning and Interactive Video: a Contradiction in Terms?

Abstract

Abstract This paper considers the relationship between the use of interactive video as a learning aid and the move towards adopting the principles of active learning in the classroom. Interactive video is often not as genuinely interactive as claims suggest and in some cases would appear to be almost a contradiction in terms. More consideration needs to be given to the learning strategies its use encourages and how to incorporate the features of active learning with the best features of structured learning design. Active learning can be encouraged by the use of simple tape‐based systems produced by teachers and children. Alternatively, there needs to be a reappraisal of disc‐based systems to incorporate the use of cognition enhancers so that children learn how to learn. [NB. Although this article is written from the perspective of secondary school use of IV the concepts and messages are equally applicable at all levels of education. Ed].