Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study

Also, the case-based videos were related to students’ daily lives, so they could learn applica- tion of the theories in their daily lives. They could have self-reflection after watching the case- based videos, which was helpful for them to gain more positive mindset. As shared by a student: “I think the case-based videos gave me examples for reference on how to deal with the same situation, and how to deal with some people. They allow me to think more, and I would be aware of similar problems in my daily life, such as interpersonal skills and handling some situations. I could look at it from a third-person perspective. I would be calmer and think about how I should deal with it, or how I could ask for help from someone. I will know how to deal with similar situation. Sometimes when things happen to me, I will be very con- fused. However, from a third-person perspective, I will know how to solve it more clearly. I will have a more diverse perspective. Some of the videos are interviews, and some of them are positive or negative. I could think about the issues from different angles.” (Group 3 Line 345–350) Additionally, the stories of some of the case-based videos were entertaining and surprising, so they could engage students to have reflection even after the lectures. Some of the case-based videos were produced by real-life filming, while others were produced by animation. Some stu- dents thought that the animation in case-based videos were interesting and some video for- mats (e.g., interview) were new to students. The background music also allowed students to

gain knowledge in a relax manner. 3.6. Videos’ benefits to the students’ class participation In this study, many students perceived that both the theory-related videos and case-based vid- eos could enhance their class participation (N = 16). Because they already knew the course content from the videos, they had time to understand and think about the topics before lec- tures, then they could share more during class discussion. As stated by a student: “After gaining some impression of the theories before class, I would have my own under- standing. During the lecture, the teacher would give us some new ideas, which can back up the class discussion. Then, I can share more at this point, which can enhance the class dis- cussion.” (Group 8 Line 95–96) Moreover, after watching the videos, students were able to answer teachers’ questions (N = 16). The videos could also be used for class discussion, which increased students’ motiva- tion (N = 7). Also, students were able to gain more interest in the lecture topics after knowing the content from the videos (N = 20). As discussed by a student: “For class participation, I also think it is helpful, because after watching the videos on the topic, I can have more interest, which will make me particularly interested in those lectures and want to go to class.” (Group 2 Line 305–307) However, some students thought that the videos did not affect their participation in class because they believed that class participation depended on teachers’ leadership, lecture topics,

class atmosphere, class activities, other students’ participation, or the personality and interest of students (N = 8). Some students stated that when they already knew the course content from the videos, they would be less concentrated in class discussion (N = 5). PLOS ONE Qualitative evaluation of virtual teaching and learning videos in leadership education PLOS ONE | https://doi.org/10.1371/journal.pone.0291861 September 21, 2023 15 / 28