Introduction

As more and more organizations adopt remote and hybrid work models, corporate training has experienced a profound transformation. One of the most popular trends to emerge is video-based learning, which offers organizations a versatile and engaging way to train their workforce. But the critical question remains: Are videos good for learning?

At Slick+, we believe that learning is more than just delivering content. It’s about fostering connection, relevance, and social interaction—particularly in hybrid work environments where employees may feel disconnected from one another. This blog explores why video-based learning works so well, not just as a tool for information dissemination but as a vehicle for creating authentic, connected, and contextual learning experiences.

The Power of Video-Based Learning in Corporate Training

Video-based learning refers to the use of video content to educate and train employees. Traditionally, video learning might have meant watching passive content like pre-recorded lectures or demonstrations. Today, the possibilities are far more advanced, incorporating interactive, personalized, and socially engaging elements. Research has shown the effectiveness of video learning in various aspects of corporate training, from improved engagement to better knowledge retention. This evolution makes video-based learning not just a good tool for hybrid training, but an indispensable one. This evolution makes video-based learning not just a good tool for hybrid training, but an indispensable one.

Are Videos Good for Learning? It Depends on Relevance and Context

While traditional theories of learning, like Dual Coding Theory, emphasize the role of multimedia in enhancing knowledge retention, today’s work environments demand more than just good cognitive strategies. Learning, especially in hybrid settings, is not merely about processing information. It’s about how well that information is connected to the learner’s experience, how relevant it feels, and how authentically it is presented.

Learning as a Social Process: Moving Beyond Cognitive Theories

At Slick+, we move away from the idea that knowledge is something that can be simply packaged and transferred. Cognitive learning theories like Dual Coding Theory—which proposes that combining verbal and visual elements improves memory retention—might still hold merit in educational psychology. But in corporate training, the real challenge is making learning relational.

Clark Quinn, an influential figure in the field of learning design, puts it simply: “Learning needs to be meaningful and connected to the reality of the learners’ work. If it’s not relevant, it’s not retained.” This perspective aligns with the idea that video-based learning is most powerful when it reflects the real-world context and challenges that employees face.

Similarly, Nick Shackleton-Jones, in his book How People Learn, emphasizes that learning is emotional and tied to experiences. He states, “Content without context is meaningless; learning that connects to an individual’s life is what truly changes behavior.” This insight underlines the importance of creating video content that isn’t just informative but also resonates emotionally with learners. Videos that depict real-world challenges, show authentic experiences, and involve peers can spark emotional engagement, making learning stick.

The Role of Authenticity in Video-Based Learning

Sir Martin Sorrell, renowned business leader and former CEO of WPP, has been vocal about the importance of authenticity in modern communication. In a learning context, he has observed that people are far more likely to engage with content that feels real and unfiltered. In his view, video content works best when it is “authentic, relatable, and speaks to the challenges that employees face on the ground.” This authenticity is critical in hybrid environments, where employees need to feel that the training reflects their everyday reality, whether they are in the office or working remotely.

To that end, organizations must ensure their video-based learning content is:

• Contextual: Tailoring the content to the specific context of the business and the roles of the employees.

• Relatable: Featuring scenarios that employees are likely to encounter in their daily work.

• Authentic: Using real employees, real-world challenges, and unscripted dialogue to build trust.

The Role of Authenticity in Video-Based Learning

To ensure that video-based learning fulfills its potential in a hybrid work environment, organizations should focus on the following strategies:

1. Prioritize Connection Over Content Delivery

While high-quality content is important, the real value of video-based learning lies in its ability to connect people. Encourage employees to share their knowledge and experiences through video. For example, invite team members to create short videos about how they’ve solved specific challenges or developed new approaches in their roles. This kind of peer-to-peer learning builds a sense of community and shared understanding.

2. Integrate Interactive Elements

Interactive videos, such as those used by IBM, are proven to enhance engagement and knowledge retention. By embedding quizzes, decision-making points, or branching scenarios, learners are more likely to remain engaged and apply what they learn. In fact, a study by Zhang et al. (2006) demonstrated that interactive videos improve both learner satisfaction and performance compared to passive content.

3. Contextualize the Learning Experience

Learning must feel relevant to employees’ day-to-day roles. This means tailoring video content to specific work challenges and tasks. For example, if you’re training a sales team, the video should reflect the sales cycle, customer objections, and real-world examples they will encounter. This kind of contextual learning helps bridge the gap between theory and practice, ensuring that employees can apply what they learn immediately. If you wish to learn more contextual learning, click here.

4. Encourage Authenticity in Employee-Generated Content

One way to boost the authenticity of your video-based learning is by encouraging employees to create their own content. For example, using platforms like Slick+, employees can create “how-to” or “day-in-the-life” videos to share their expertise with their peers. This democratizes the learning process and ensures that the content reflects the actual challenges and realities employees face.

5. Blend Video with Other Learning Modalities

While videos can be highly engaging, they should be part of a broader learning strategy that includes discussion forums, live Q&A sessions, and hands-on practice. Blended learning models, such as the flipped classroom approach, can maximize the impact of video content by encouraging deeper reflection and collaboration.

6. Use Data to Continuously Improve Your Approach

The effectiveness of video-based learning hinges on continuous improvement. Leverage analytics to track engagement, completion rates, and knowledge retention. This data-driven approach allows organizations to identify what’s working, make necessary adjustments, and ensure that the learning experience evolves alongside the needs of the workforce.

Conclusion: Unlocking the Potential of Video-Based Learning

In hybrid work environments, where teams are dispersed and often disconnected, video-based learning offers a unique opportunity to create cohesive and meaningful learning experiences. But its power goes beyond cognitive theories of retention—it thrives on relevance, connection, and context. By creating authentic, relatable, and interactive video content, organizations can foster stronger connections, boost employee engagement, and make learning truly impactful.

Are videos good for learning? Yes, when used in the right way. When video learning moves beyond passive consumption and becomes an active, social process that reflects the real-world challenges of employees, it can transform the way organizations train and develop their workforce.

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The Author

Curious to learn more? Contact Linda Hegarty, SlickPlus’s CoFounder and CXO. Send us an email or connect with Linda on LinkedIn 😉

Reference

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.

Quinn, C. N. (2018). Millennials, goldfish & other training misconceptions: Debunking learning myths and superstitions. ATD Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Shackleton-Jones, N. (2019). How people learn: Designing education and training that works to improve performance. Kogan Page Publishers.

Sorrell, M. (2021). The New Age of Marketing: Authenticity in the Digital Era. Harvard Business Review Press.

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.

CIPD. (2023). Learning and Skills at Work 2023. Chartered Institute of Personnel and Development.

Fosway Group. (2023). Digital Learning Realities 2023. Fosway Group Research Report.