Greene and Crespi (2012) researched students’ views on video projects in undergraduate accounting and marketing courses. The findings of the study stress the importance of such collaborative and experiential project engagements for students for the enhancement of their learning experience. Some of the students’ perspectives were that this is considered an empowering engagement, which provides them the opportunity to acquire interpersonal skills, develop professionally, and to take a break from the monotonous lecturing style top-down transferring promotion of knowledge, which does not secure effective learning. In addition, students enjoyed being involved in constructing knowledge by themselves in a fun and productive way.
Robert Olwell (2014) had students make video essays in his US History survey course that covers American History from 1492-1865. For these video essays, students were expected to conduct research and use the data to produce a short video report. Students worked in groups of four, and each group was randomly assigned a topic. The students were also given a Rubric outlining the evaluation criteria, the most important of which was the one referring to the script writing. Olwell and his teaching assistants reviewed the draft scripts and provided constructive feedback in regards to the resources used. The instructor had students do a peer evaluation to address the issue of uneven participation in the project that was raised in certain groups.
Yaros (2013) teaches multimedia and mobile journalism and has students develop video interviews, one of the various multimedia engagements that they produce and share in their blogs. For this project students are developing a video that contains clips of interviews on experts in the field of the students’ interest.