Historicism of learning strategies using video lessons: a metasystemic approach

Learning strategies using video lessons have an increasingly profound scientific impact on the efficiency of the educational system in general and the instructional-educational process in particular. When using video lessons, the specifics of the learning environment, the permissiveness of educational technologies and the psychopedagogical rigors must be taken into account. The purpose of this article is to analyze the dynamics of learning strategies using video lessons or lessons with video elements. The research methodology includes the identification of historical reference events based on which the complexity, role and importance of these strategies for learning outcomes can be argued. The results of the study demonstrate that after 1970 there is a large gap between the research on the specifics of learning strategies and other educational strategies that can be attributed to the paradigm of the learner-centered learning environment. With the acceptance of multimedia in schools, learning strategies became interactive, and after generative artificial intelligence - diversified into lessons with video elements in which the emphasis is on feedback.