Instructional videos have become a pivotal tool in higher education, particularly in the field of computer science. This study explores the efficacy of using instructional videos to teach online university students the fundamentals of relational databases. Relational databases are a core component of data management, and understanding their principles is essential for students pursuing careers in information technology and related fields. The integration of multimedia instructional methods aims to enhance comprehension, retention, and practical application of these complex concepts.

Approximately 86 videos instructional video covering topics such as database normalization, SQL (Structured Query Language), and entity-relationship modelling were created for the module. Each video combined theoretical explanations with practical demonstrations, leveraging visual aids and real-world examples to facilitate a deeper understanding of the material. The effectiveness of this educational approach was evaluated through a mixed-methods study involving an analysis of the viewing and feedback from student surveys. A total of 23,259 unique viewing sessions by 420 students over a four-year period was analysed.

The findings indicate that instructional videos significantly improve student engagement and learning outcomes compared to traditional lecture-based methods. Students reported higher levels of satisfaction and confidence in their understanding of relational database concepts. The visual and repetitive nature of videos allowed learners to revisit complex topics at their own pace, fostering a self-directed learning environment. Furthermore, the flexibility of accessing instructional content on-demand catered to diverse learning styles and schedules, making it an inclusive educational tool.

Despite these advantages, the study also identified challenges such as the need for high-quality production and the potential for decreased student interaction in a purely video-based format. To mitigate these issues, a number of solutions are recommended. First, instructional videos should where possible contain learning activities for viewers to complete in order to reinforce concepts. Secondly a hybrid instructional model that combines videos with interactive classes, and an active online learner community are recommended. This approach ensures that students benefit from the clarity and convenience of videos while still engaging in collaborative learning and receiving personalised feedback.

In conclusion, instructional videos represent a valuable resource in teaching the fundamentals of relational databases to university students. They offer an effective blend of theoretical and practical learning, accommodating various learning preferences and promoting a deeper understanding of complex subjects. Future research should focus on optimising video content and integrating interactive elements to further enhance educational outcomes in computer science education.

Keywords: Instructional videos, online education, computer science education, student engagement, educational technology.