INCORPORATING VIDEO AS A TEACHING STRATEGY IN INTERPERSONAL COMMUNICATION Developments in Business Simulation & Experiential Learning, Volume 27, 2000 INCORPORATING VIDEO AS A TEACHING STRATEGY IN INTERPERSONAL COMMUNICATION Beverly A. Heimann, Ph. D., Ashland University Khushwant K. S. Pittenger, Ph.D., Ashland University ABSTRACT The use of video clips as a teaching tool in courses has increased in recent years. Positive benefits and favorable reactions from both students and instructors support its integration into course curriculum. In particular, interpersonal behavior and/or communication classes offer excellent opportunities for the effective use of this medium. Four different topic areas are discussed within which video clips are utilized. INTRODUCTION In recent years the use of video in courses ranging from foreign languages to physics has increased. Videos have become highly valued as teaching tools, and the availability of VCRs in many classrooms has facilitated their use (Corporation for Public Broadcasting, 1996- 1997). Examination of the recent pedagogical research in the field reveals a number of key educational benefits related to this medium. Educational Benefits of Video Researchers have reported myriad positive effects associated with the use of video in courses which support its value as a teaching tool (Corporation for Public Broadcasting, 1996-1997). In general these include enhanced learning (Warren, 1991) and increased understanding of material presented (Hales & Shaw, 1995). Students find videos to be enjoyable (Levin, 1998), which may be linked to increased student responsiveness to instruction found when videos are utilized (Marx & Frost, 1998). The effectiveness of communication and instruction can vary with the richness of the communication medium chosen. The mediums that offer the greatest number and variety of verbal and non-verbal cues are considered “richer” and more likely to have impact upon the receiver. Video offers a display range of verbal and non-verbal behaviors which may make the material more meaningful to students (Swan, 1996-1997), and seems to result in increased levels of affective arousal (Marx & Frost, 1998). For visual learners, video appears to be particularly effective (Corporation of Public Broadcasting, 1996-1997). These students are at a distinct disadvantage when purely auditory teaching strategies such as lecture are employed. Although integration of overheads or slides into a lecture presentation improves the environment for visual learners, video often has the advantages of being of higher quality (Corporation of Public Broadcasting, 1996-1997) and allowing behaviors to be presented in a complex form (Swan, 1996-1997). More specifically, integrating video clips into courses supports inductive learning processes (Nicholson & Zadra, 1998). Inferences can be drawn and parallels developed to other situations. Video appears to be especially effective in showing real life application (Warren, 1991). Because of its ability to display verbal and non-verbal communication in a dynamic context, video is particularly well- suited to teaching actual skills (Wanne, 1991). Given these advantages, it perhaps is not surprising that teachers have been found to have positive attitudes toward the value of 11 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 videos as a teaching medium (Warren, 1991) and students have evaluated their use favorably (Hannah, 1995). Suggestions for Effectively Using Video in Courses A study sponsored by the Corporation for Public Broadcasting (1996-1997) on School Uses of Television and Video found that educators are becoming more deliberate and effective in fully integrating video into course curriculum. Teachers constantly grapple with issues such as how can this material be presented most effectively? How can this point best be made? The choice of video should come only after careful consideration, and it should be tightly woven into the curriculum in general. Marx & Frost (1998) encourage educators to have a particular objective in mind and choose video as a medium when it will accomplish most effectively a specific goal. Grainer (1995) offers a number of pedagogical options when utilizing videos. Sometimes the class can be shown a clip and asked very general, open-ended questions regarding what was observed. In this case, the instructor is allowing students freedom to identify particularly significant behaviors or patterns. At other times, it will be more useful for the instructor to raise specific points and questions prior to showing the video to channel student’s attention toward certain cues or issues. Integrating Video into an Interpersonal Communication Course Interpersonal behavior and communication courses have been identified as fruitful avenues for the use of videos as a teaching strategy. These courses typically offer a variety of topics such as emotions, power, conflict, relationships well-suited to investigation through video clips (Grainer, 1995). Some examples of how video has been woven into the fabric of an Interpersonal Communications course follow: Voice dynamics. The way something is said is at times afforded more importance than what is said. Voice tone, volume, pitch and rate of speaking significantly impact voice quality and can influence the message received. For example, whereas boredom is associated with a monotone pitch and joy with loudness, an angry message often is conveyed with a combination of loud volume, high pitch and fast rate (DuBrin, 1997). The actor Robin Williams is well known for his ability to vary voice characteristics for dramatic effects. Two excellent examples of this are as the Genie’s voice in the movie “Aladdin” and as the disc jockey in “Good Morning, Vietnam.” Specific excepts are shown to illustrate the impact of various voice features. Silence. Just as words and gestures communicate important meanings, silence also can serve valuable purposes in the communications process. For example, silence can be used to allow parties time to think, as a weapon to hurt others, to communicate emotions (particularly when accompanied by non-verbal gestures), as a response to personal anxiety or to prevent the communication of certain messages (DeVito, 1996). It is these latter two purposes that are illustrated in a video clip from the movie, “While You Were Sleeping.” Cross Cultural Communication. Individuals raised in different cultures often display different behaviors and attitudes. These differences may be associated with a variety of factors considered to be under “the diversity umbrella” such as race gender, education, 12 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 ethnicity, etc. (DuBrin, 1997). The interpretation of non-verbal gestures in particular can vary significantly from culture to culture (Etiquette, 94). In a video clip from “The Beverly Hillbillies,” the Clampett family is shown moving to a different geographical region and their mis- interpretation of non-verbal communication there. Eye Communication. Eye communication serves four general purposes: (1) give and get feedback; (2) inform the party that the channel of communication is open; (3) establish dominance; and (4) signal the nature of the relationship (DeVito, 1996). The latter point is well illustrated by a segment from the video, “Mr. Holland’s Opus.” Students are asked how the eyes are employed to send a particular message to one person when the same verbal message simultaneously is being delivered to hundreds of other people. SUMMARY The benefits of effectively utilizing video clips in courses are significant and appear far ranging, and evaluations from both students and instructors have been favorable. Although opportunities exist across a wide variety of courses for successful integration of this medium, courses in interpersonal communication or behavior seem particularly conducive. Specifically, video clips have been integrated into the curriculum to display functions of voice quality, silence, cross cultural, and eye communication. REFERENCES Corporation for Public Broadcasting. (1996- 1997). Study of school uses of television and video. 1996-1997 School Year Summary Report. DeVito, J. A. (1996). Messages. New York: Harper Collins. Dubin, A. J. (1997). Human relations: Interpersonal, job-oriented skills. New Jersey: Prentice-Hall. Etiquette. (1994, October 16). The Columbus Dispatch. Grainer, D. (1995). Using contemporary media to develop students’ observational skills of interpersonal behavior. Paper presented at the Annual Meeting of the Speech Communication Association. Hales, L. W. & Shaw, I. S. (1995). The effect of videos on student thinking about the Holocaust in World War II. Paper presented at the Annual Meeting of the American Educational Research Association. Hannah, C. L. (1995). Self-Study: Students evaluate the use of video “cases” in an educational psychology course with a field component journal of technology and teacher education, 3, 267-279. Levin, A. M. (1998). Marketing goes to the movies: An experiential classroom exercise to stimulate awareness and interest in product placement as a marketing strategy. Developments in Business Simulation and Experiential Learning, N. H. Leonard & S. W. Morgan (Eds.), 25, 1-2. Marx, R. D. & Frost, P. J. (1998). Toward optimal use of video in management education: Examining the evidence. Journal of Management Development, 17, 243-250. Nicholson, D. W. & Zadra, S. S. (1998). Much ado about muffins: A practical approach to the use of video in classroom presentations. International Journal of Instructional Media, 25, 229-239. Swan, K. (1996-1997). Exploring the role of video in enhancing learning from hyper- media. Journal of Educational Technology Systems, 25, 179-188. Warren, R. (1991). Integrating curricula, teachers, and instructional video. Paper presented at the Annual Meeting of the 13 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 Speech Communication Association. 14 Table of Contents Volume 27, 2000 Internet International: A Simulation Exercise for Understanding Technological Innovation and customer Service In a Rapidly Growing Internet Server Company Simulations and Learning: Dialog and Directions Endnote Activity: A Tool for Integration of Course Content and Communication Skill Practice Incorporating Video as a Teaching Strategy in Interpersonal Communication Vision Quest: An Alternative Approach to Industry Analysis for MBA Courses in Strategic Strategic Management: An Evaluation of the Use of Three Learning Methods Trainer, Mentor, Educator: What Role for the College Business Instructor in the Next Century? Using the Internet and Shareware to Facilitate Computer Simulation in Distance Learning Classes Visual Modeling of Business Simulations Teaching about Information with Management Games A Self-Evaluation Based on the Discussion and Decision in Experts' Business Gaming The Restaurant Game Using Journals to Enhance Computer Simulation Based Learning Exercises to Facilitate Better Student Writing in the Undergraduate Strategy Class Identifying, Resolving, and Managing Common Ethical Dilemmas in the Workplace: An Experiential Approach Integrating the Digital Revolution into the Classroom The Wheel of Learning: An Integrative Business Curriculum Experiment The Changing Nature of Simulation Research: A Brief ABSEL History Perspectives on Simulation & Gaming's Review Process Experiential Learning Across Disciplines: Mixing International Business and Accounting Simulating Governmental Effects on Economic Development Internationalizing the Introduction to Business Course Using an International Text and Domestic Simulation with a Twist Using Stock Value as the Performance Measure in a Business Simulation Game Introducing Cross-Elasticities in Demand Algorithms Validating a Model of Currency Valuation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Politics Exercise: Preparing Financial Reports Using the Group Categorizing Technique Effect of Trust and Cultural Beliefs on Negotiation Processes: Data from an Experiential Role Play Experiential Learning Gets Stamp of Approval From the Boyer Commission Talent Search 2000 - An Experiential Activity to Help Strengthen Skills in Employee Recruitment and Selection Clemson University's Collaborative Learning Environment Initial Data on a Test Bank Assessing Total Enterprise Simulation Learning Changing the Assessment Paradigm: Using Student Portfolios To Assess Learning from Simulations How We Learn and Why We Don't: The Cognitive Profile Model: A Workshop in Teaching to Reach Your Students Knowing Thyself: A Portfolio Approach to Student Self-Assessment Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model Teamwork Attributes in a Classroom Simulation Virtual Teams: Meeting the Next Challenge for Experiential Education New Age Learning: Nuance or Nonsense Developing Charisma: An Experiential Exercise in Leadership Problems and Solutions in Going Web-based with an Agribusiness Simulation Creating a Comprehensive Web-Enhanced Classroom Your Class is in Session, Now What? The Challenges of Teaching On-line An Application of Process Control Charts for Attributes as a Form of Classroom Assessment for Experiential Learning Work Goals and Life Aspirations: Do You Have What it Takes to be an Entrepreneur An Exercise to Develop Initiative: Possible Dream? The Ball Point Pen Assembly Company Management Game Review System Development Total Enterprise Simulations and Optimizing the Decision Set: Assessing Student Learning Across Decision Periods Facilitating Learning in the New Millennium with the Complete Online Decision Entry, System (CODES) The Marketing Management Experience The Right Venue for Your Simulation One More Time: Overall Dominance in Total Enterprise Simulation Performance A Profile of ABSEL Conference Attendees Learning Readiness: An Underappreciated Yet Vital Dimension in Experiential Learning Active Learning in a Professional Undergraduate Curriculum The Problem Is - They Think Differently! Cultures Integration in Mergers and Acquisitions: Putting Managers Together in a Business Simulation The Global Business Game: A Strategic Management and International Business Simulation