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

Watching the theory-related videos before class allowed more time for teachers to share personal experience or conduct class discussion during lectures, which was more interesting and beneficial to some students (N = 2). Besides, many of the students thought that the arrangement of video watching and blended learning exercise was fair because it counted towards their participation grade (N = 18), which forced them to do the exercise, reflect on their daily issues, and relate the theories to the cases (N = 6). Second, in terms of the connection between the theory-related videos and the lectures, stu- dents believed that they were closely related because the teachers recapped the theories (N = 16), or discussed related personal experience and real life examples during lectures (N = 21). As elaborated by a student: “I think the teacher’s explanations in the lectures and the theory-related videos are very rel- evant, because the teacher would use some daily examples to explain the theories, so they would not be so difficult to understand. For example, there is a more abstract topic called spirituality, which I think is difficult to understand. However, after we have self-studied the videos, the teacher would further explain how we could exercise this ability in our daily lives, such as cultivating more interests. It is related to what is mentioned in the videos. The videos also mention how we could exercise this ability, and there are some examples to explain it.” (Group 6 Line 357–361) Besides, in terms of the connection between the case-based videos and the lectures, the stu-

dents thought that they were closely related because some teachers discussed the cases during lectures, while other teachers shared personal experience that were related to the videos (N = 20). Sometimes, teachers would share students’ blended learning answers, or explain dif- ficult concepts in the videos (N = 16). As one student remarked: “At the end of the [case-based] videos, there are some blended learning questions which require us to express our opinions on the online learning platform. Our teacher did not only share the views of the students, but also shared his own views. This has triggered my curiosity to read other students’ responses [on the online learning platform]. So I think this motivates my study, and encourages my participation in class.” (Group 7 Line 123–125) These class discussions engaged students and increased students’ understanding of the lec- ture topics. Teachers’ interpretation of the videos and the extra examples offered other per- spectives to students and enhanced their understanding. Third, the video arrangement has some drawbacks. Some students thought that the arrangement exceeded their expectation (N = 1) or the workload was too big when they had midterm exams or assignments for other courses (N = 11). It was also stressful for them to understand so many concepts before attending lectures. Some students preferred watching the videos and completing the blended learning exercise after lectures because they would have better understanding of the topics after teachers’ explanation (N = 4). As pointed out by a student:

“I think it would be better for us to watch the videos and finish the related tasks after lec- ture. Before lecture, many students would forget to watch the videos. After lecture, the teacher has explained the concepts and elaborated using his/her life experience, so we would have more understanding of the concepts. When we watch the videos after lecture, it can deepen our understanding of the concepts. So I think it would be better for us to watch the videos and complete related tasks after lecture.” (Group 5 Line131-133) 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 9 / 28