An Assessment of Instructional Videos Impact on Students’ Learning Experience in the National Open University of Nigeria

Abstract

The National Open University of Nigeria (NOUN) adopted instructional videos in 2022 to enhance content delivery and improve student learning experiences. Over 70% of the courses offered have integrated these videos. More than two years since deployment, this study evaluates their impact through comparative analysis of student engagement, learning processes across various programmes, and lecturers’ perceptions of video-based instruction. Using a mixed-methods approach, data was gathered via structured questionnaires and digital interviews. These were then analysed to identify patterns and trends in the instructional videos’ usage. Findings reveal that while most students perceive these videos as highly beneficial to their academic success, some report accessibility challenges. There appear to also exist some misconceptions regarding their usage. Lecturers generally view them as an effective pedagogical tool, citing positive effects on student comprehension and performance. Despite the success of this initiative, gaps remain in the video production coverage and awareness. To maximise impact, the study recommends the completion of the video production across all courses and an extensive publicity campaign to ensure that students are well-informed about the availability of resources, especially in relation to the presence of instructional videos on the virtual learning environment. This will go a long in addressing the problem of distinguishing between instructional videos and online facilitation recordings and further strengthen the effectiveness of the use of the former. Thus, this study contributes to the ongoing discourse on digital learning tools within Open and Distance Learning (ODL) frameworks, offering insights for optimising instructional video implementation in higher education.