Video-based anchored instruction to enhance learning

The theoretical framework underpinning the development of the Jasper series is closely related to situated learning (Cognition and Technology Group at Vanderbilt, 1993). The creation of the series concludes that the traditional methods of teaching mathematics are inadequate for teaching students with the goal of achieving a conceptual understanding of mathematics. By utilizing anchored instruction, the Jasper Series attempts to create an engaging learning environment for learners that are actively participating.

As explained by CTGV (1993, p52) “the goal was to create interesting, realistic contexts that encouraged the active construction of knowledge by learners”. The series’ anchors were real life scenarios and not merely traditional math problem-solving activities. The learning was designed to encourage both learners and teachers to explore the content (Cognition and Technology Group at Vanderbilt, 1993). The role of technology –  interactive videodisc – was to help students easily explore the content and encourage teachers to be a part of the learning community.  The series’ creators intended for a community of learning to be built. Therefore, learners and teachers embody the theory of constructivism.

Video technology promotes an environment of flexible, bite-size positive learning. Learning math concepts can be challenging if it is done with traditional methods. However, video instruction can accommodate a different learning pace for individual learners. For example stop, pause or rewind buttons can allow learners to go back to look at certain points in the content, and replay a segment until the difficult math concepts are understood. We can use videos tailored for bite-size learning. Videos are ideal for conveying the intended learning objectives very effectively in a short time span(Eades, 2015). A video is the most effective medium for communicating information in a short period and the most popular content consumed globally regardless of age (Nielsen, 2015). That means instructors can easily incorporate video technology in math classes and that there will be a short learning curve for both teachers and students because the format is universally accepted. Finally, video-based anchored instruction provides a more motivating environment that enhances students’ problem-solving skills (Shyu, 2000


Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.

Eades, J. (2015, June 6). Why Video Is The Best Medium For Microlearning. Retrieved from

Nielsen. (2015). THE EVOLUTION OF DIGITAL VIDEO VIEWERSHIP.   Retrieved from

Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.


  1. Hi Yoo,

    Your post included a lot of discussion surrounding video-based instruction. I was wondering what your experiences are with it. Have you ever utilized it in your classroom? Can you recommended any particular videos? You mentioned that you can use the pause, rewind, forward buttons when utilizing video-based instruction. Do you think that this is only useful if students have 1:1 ratio with technology or can it be just as useful for one video to be viewed simultaneously by the whole class?

    1. Hi Kristen

      I had a group project last semester regarding the video-based learning as a primary learning resource. Our team created OER utilizing an interactive video. I think that the video-based learning is more effective when it is used with personalized learning because every student has a different level of understanding regarding class content, so it gives students to study at their own pace. An interactive video is even better because it assists students to engage more in the learning process by utilizing a quiz session, immediate feedback, additional resource links and etc. There is the video we created for the OER using The OER site is here:


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