In the context of postgraduate marketing education in Australia and New Zealand, instructional methods significantly impact student engagement and learning outcomes. Traditional long-form lectures, whether delivered online or through recorded videos, face multifaceted challenges (Harrigan et al., 2022). These challenges include maintaining sustained student attention, managing lengthy loading times, and navigating information retrieval intricacies (Hsin & Cigas, 2013). Conversely, short-form videos—characterized by brevity, humor, or stylized content—offer an alternative pedagogical approach (Shi, 2024).

While short-form videos effectively inform learners, enhance educational experiences, and foster engagement (Carpenter et al., 2024), the oversimplification inherent in short videos may sacrifice depth, nuance, and critical analysis. Balancing these contrasting approaches becomes pivotal for effective postgraduate marketing pedagogy. This work shares early lessons learned from integrating short-form videos into teaching, allowing educators to optimize student learning experiences.

Authors:
Terrence Chong, University of New South Wales, Australia

About the Presenter(s)
Dr Terrence Chong is a lecturer at the School of Marketing, University of New South Wales (UNSW), Sydney. He has extensive experience designing and teaching courses in synchronous, asynchronous, face-to-face, online, and hybrid formats.

Connect on Linkedin
https://www.linkedin.com/in/terrencechong

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