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Journal of Teaching and Learning with Technology, Vol. 1, No. 2, December 2012. Pp. 54 – 56. 

	
  

Using Short Video Tutorials 
 

Scott Jones1 
 
Keywords: tutorials, video 
 
Framework 
 
Teachers have argued for the use of the Web 2.0 tool screencast software, such as Techsmith’s 
Jing, to provide feedback on student course assignments (Lee, 2012). A screencast is a digital 
recording of computer screen output, also known as a video screen capture, often containing 
audio narration (Davis, 2012). A teacher might review a student’s assignment on a computer and 
use screencast software to record video of the teacher’s evaluation of the student’s assignment, 
along with the teacher’s comments. However, screencast software has other uses within a course, 
including video tutorials. Silva (2012) notes that few studies of the use of screen video capture 
software to create tutorials have been conducted, and of those the overall student impressions of 
such tutorials have been favorable.  

The goal of this paper is to describe how teachers can use Web 2.0 screencast software to 
provide students with short video tutorials. As Urtel and Fernandez (2012) note, audio podcasts 
work best when short, and it is likely true of video tutorials as well. Although numerous 
screencast software applications exist, the focus of this paper will be on Jing 
(http://www.techsmith.com/jing.html), as at the time of this writing, it is free and relatively simple 
to use. Jing is available for Windows and Macintosh operating systems. The discussion of this 
application should be construed as one example of many, rather than as a specific product 
endorsement.  

The Jing application captures the actions on a screen and stores them as a video file. 
Additionally, if the reviewer’s computer is equipped with a microphone, audio may also be 
captured. Jing is limited to video captures of up to five minutes, which can be converted to the 
Flash format for viewing on Windows and Macintosh systems. Application upgrades from the 
free service allow longer videos and varied formats, including MPEG-4 for viewing on Apple 
mobile devices or uploading to a video-sharing website, such as YouTube. Captured videos can 
be shared: via a course management system, such as Blackboard or Oncourse; by converting the 
video to a format compatible with a video-sharing service such as YouTube, then uploading the 
video and sharing a link; or by uploading video to a website affiliated with Jing 
(www.screencast.com) that provides limited, free access for uploading and sharing videos. 

Instructors can use video tutorials in several ways. They can be used to create quick 
lectures or demonstrations for a class as part of a planned lesson, which can be used to 
supplement instruction in a traditional classroom; or they can provide the student with a tutor-
type of resource by allowing students to replay material. Further, the video tutorials would be 
useful as online content for hybrid (blended traditional face-to-face and online courses) or even 
fully-online courses.  

The software would also provide an excellent tool for specifically answering student 
questions electronically, in an easy to understand or explain manner. When a student emails an 
instructor with a question, the instructor can generate a brief video explanation/response tailored 

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
1 scotjones@iuk.edu  



Jones, S.  

Journal of Teaching and Learning with Technology, Vol. 1, No. 2, December 2012. 
josotl.indiana.edu 

55 

to the student’s concern. While a valuable tool for many courses, the strength of this tool would 
be best recognized in the hybrid and fully-online courses where visual content might be more 
beneficial for responding to student questions.  

 
Making It Work 
 
As an instructor, this author uses the screencast software in web design courses. Regardless of 
whether the courses are taught in a traditional or hybrid format, these courses require 
demonstrations on how to perform various actions with software or with code, and the screencast 
software easily captures such video and audio of the demonstrations and makes it available for 
replay. Should tutorials require more than the five minute limit imposed by the free version of 
the software, they can simply be broken down into a series of shorter segments. After examining 
other similar products, it is the opinion of this author that the screencast software is also superior 
for creating high quality, precise, static captures of parts of a screen. This feature is valuable for 
creating print documentation to supplement recorded videos.  

As an instructor, this author also uses the screencast software to generate impromptu 
videos in response to student requests. If a student needed specific guidance on how to use 
Adobe Photoshop to slice an image into a webpage, this author would create a brief video 
demonstrating how to perform the activity. Similarly, if a student emails a question concerning 
issues with software, or with problems with HTML or CSS, a brief video response tailored to the 
solution would be generated and sent to the student. The use of the screencast software allows 
the instructor a similar degree of flexibility as if she were present in the classroom with the 
student. The benefit for the student is the receipt of tailored information she can review and 
replay until she gains the necessary degree of understanding, without requiring the student to 
necessarily be in the classroom.  
 Lastly, since many of the general student questions are repetitious in nature, the use of 
the screencast software allows the instructor to develop a Frequently Asked Questions (FAQ) 
resource of videos which students can examine for solutions to FAQs.  
 
Future Implications 
  
As digital media becomes easier to use, instructors across the spectrum of education will 
continue to find new ways to integrate it into teaching. Networked communication tools will 
become further integrated into our students’ lives as bandwidth, processing power, and mobility 
improve, allowing Web 2.0 tools such as screencasts to become increasingly important means for 
interacting with students. Lastly, as institutions migrate to different platforms and formats for 
courses, tools such as screencast software can provide students with more of a sense of the 
presence of the instructor. 

This topic was based primarily on pre-existing sources of information and could be 
enhanced by future researchers who might conduct larger scale studies of instructors and 
students.  

 
 
 
 

 



Jones, S.  

Journal of Teaching and Learning with Technology, Vol. 1, No. 2, December 2012. 
josotl.indiana.edu 

56 

References 
 
Lee, K. (2012). Technology-mediated feedback. In Robin K. Morgan & Kimberly T. Olivares 
(Eds.), Quick Hits for Teaching with Technology (pp. 80-81). Bloomington, Indiana: Indiana 
University Press. 
 
"Screencast." Ziff Davis. PC Magazine: Encyclopedia. 
(http://www.pcmag.com/encyclopedia_term/0,2542,t=screencast&i=60127,00.asp) Retrieved 31 
July 2012 
 
Silva, M.L. (2012). Camtasia in the classroom: Student attitudes and preferences for video 
commentary or Microsoft Word comments during the revision process. Computers and 
Composition, 29(1), 1-22  
 
Urtel, M., & Fernandez, E. (2012). To podcast or not to podcast. In Robin K. Morgan & 
Kimberly T. Olivares (Eds.), Quick Hits for Teaching with Technology (pp. 37-38). 
Bloomington, Indiana: Indiana University Press. 


