As web-based courses using videos have become popular in recent years, the issue of managing audio-visual aids has become pertinent. Generally, the contents of audio-visual aids may include a lecture, an interview, a report, or an experiment, which may be transformed into a streaming format capable of making the quality of Internet-based videos acceptable to learners using a limited bandwidth. Although the streaming technique enables learners' accessibility to audiovisual aids, such usage only supports the instructors' perspectives of instructional videos. In fact, distance learners can contribute ideas in both text and audio-visual formats. However, previous research has not considered the feasibility of distance learners' contributing audio-visual aids without a video camcorder. The objective of this study is to demonstrate that audio-visual aids from distance learners should be considered in designing a web-based course. To demonstrate this concept, this report first introduces a screen camcorder tool that enables learners to record activity in a computer desktop as videos in standard format or streaming format. Then a collaborative learning strategy, Jigsaw II, is applied to encourage expertise groups to contribute streaming videos for training other learners. Moreover, a summary of learners' use of videos contributed by others supports instructors' pedagogical requirements. Hence, a multidimensional analysis of streaming video-based collaborative learning is applied to demonstrate the impact of videos contributed by distance learners. Finally, a preliminary survey of technology acceptance is administered to 37 learners. The results show the feasibility of audio-visual aids contributed by distance learners without a video camcorder. (Contains 5 tables and 3 figures.)