Accessibility and inclusivity is very important to consider when thinking about the format of videos in online learning, and captions and transcripts are two important related features. But these features don’t just benefit learners with disabilities, they can be a significant boon to learners whose first language is not English, who prefer to read information, or who have other situational needs.
Consider, for example, a learner who shares a computer with his family or doesn’t own headphones and must complete his coursework late at night while others are sleeping. Consider a learner who is hard of hearing. Or consider a learner who wants to be able to search through transcripts for a particular concept. All can benefit from captions and transcripts (Gernsbacher, 2015). Captioning and transcripts support the principles of Universal Design for Learning in that they provide multiple means of engagement and representation (CAST, n.d.). In their 2018 systematic review of the research on video and learning, Poquet and colleagues acknowledged mixed results on the impact of captions, but noted that positive effects are more significant when the learner’s language abilities are taken into account (Van der Zee et al., 2017).
Many video platforms and services automatically caption and transcribe videos and allow learners to turn the features on or off as desired. Double check before committing to a service, and make sure students are aware that the features exist.
CAST. (n.d.). Text. UDL on Campus. Retrieved April 11, 2020, from http://udloncampus.cast.org/page/media_text
Gernsbacher, M. A. (2015). Video captions benefit everyone. Policy Insights from the Behavioral and Brain Sciences, 2, 195-202. https://doi.org/10.1177/2372732215602130
Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018, March). Video and learning: a systematic review (2007--2017). Proceedings of the 8th International Conference on Learning Analytics and Knowledge, 151-160. https://doi.org/10.1145/3170358.3170376
Van der Zee, T., Admiraal, W., Paas, F., Saab, N., & Giesbers, B. (2017). Effects of subtitles, complexity, and language proficiency on learning from online education videos. Journal of Media Psychology: Theories, Methods, and Applications, 29(1), 18. https://doi.org/10.1027/1864-1105/a000208