Apprehension often accompanies the use of unstructured cases from the perspective of teachers and students. To assist in allaying concerns an instructional video that assists learning was developed. However, the effectiveness of the video may be reduced by issues of quality and therefore the purpose of this study is to determine student perceptions of video quality.
The relationship between the quality of the video and students engaging in the learning was established through a review of the literature. A survey of 114 students was undertaken to determine perceptions of the quality of the instructional video. A multiple‐item measure was used to establish a scale of quality.
Results from this study show that the use of an instructional video to support learning was effective. A key finding of the survey is that students believed the quality to be effective for the imparting of both knowledge and teaching approach.
The study provides support for the use of videos as an effective delivery mode to improve student learning.
