9/7/2023 0 Comments Recorded lectures![]() ![]() In addition, the study explores whether video engagement is related to learning.Ĭomparisons between quizzing and non-quizzing conditions in live and video-recorded lectures have further shown that quizzing often results in higher appreciation and stronger motivation (e.g., Buil et al. The hypothesis is tested that engagement is higher for the embedded-question videos, just as has been found in other studies (e.g., Kovacs 2016 Vural 2013). The present study focused on processing time as measure of engagement as that can play a key role in learning (e.g., Rice et al. Quizzing in video-recorded lectures has likewise often yielded desirable engagement related outcomes such as lower in-video dropout (Vural 2013) and persistence in processing the quiz questions (Kovacs 2016). The added presence of quizzing in live lectures has almost invariably been found to increase classroom attendance and students’ active participation during class (e.g., Caldwell 2007 Khan et al. Research generally shows that quizzing promotes active student engagement (e.g., Draper and Brown 2004 Khanna 2015 Shapiro 2009 Trees and Jackson 20). 2009), appreciation and motivation (e.g., Buil et al. The literature has indicated that quizzing can have a positive effect on engagement (e.g., Cummins et al. Quizzing is an instructional approach in which questions are included in live or video-recorded lectures to increase their effectiveness. Quizzing is an emergent educational trend that is reminiscent of the adjunct questions method. Texts with adjunct questions generally yield higher test outcomes than texts without such questions. Meta-analyses have reported robust effects of adjunct questions on learning (Anderson and Biddle 1975 Hamaker 1986 Hamilton 1985). In the present study, the intervention consists of asking open-ended embedded questions within a video-recorded lecture, which is compared to the lecture with no questions included.Īdjunct questions are questions added to an instructional text to enhance what is learned from that text (Rothkopf 1970). That study found a positive effect of these questions on learning. To our knowledge, the only investigation comparing open-ended questions with a non-question condition is a recent study by Thomas and colleagues (Thomas et al. ( 2013, 2014) there were practice items along with open-ended questions. ( 2016) open-ended and multiple-choice questions were mixed and in the studies of Szpunar et al. Three of the four studies found did not support a firm conclusion that open-ended questions result in better learning than no questions because these questions were blended with other stimuli for active video processing. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.Īs yet, though, there have been few empirical studies involving open-ended embedded questions in video-recorded lectures (Cummins et al. Mean test scores were significantly higher for the embedded questions condition. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Engagement was not related to knowledge test results, however. User logs revealed that the students engaged significantly more with the embedded questions lecture. ![]() University students ( N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. No feedback was given on responses to the questions. An experiment compared a video-recorded lecture presented online with and without such questions. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). ![]()
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