Abstract

Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments. We compared videos featuring only an instructor (instructor-only videos) with videos featuring an instructor tutoring a student (instructortutee videos). We analyzed student survey responses and weekly physiology quiz scores and found that students preferred, enjoyed, and valued the instructor-only videos significantly more than the instructor- tutee videos. In contrast to prior literature, students with a grade point average (GPA) below the median (3.49) performed significantly better on physiology quizzes after watching instructor-only videos compared with instructortutee videos. Students with a GPA at or above the median performed equivalently on physiology quizzes after watching instructor-only or instructor-tutee videos. We present this study as an example of bringing cognitive science studies into the context of a real physiology classroom.

Original languageEnglish (US)
Article numberar31
JournalCBE life sciences education
Volume17
Issue number2
DOIs
StatePublished - Jun 1 2018

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instructor
video
Students
Physiology
physiology
student
quiz
Cognitive Science
Cross-Over Studies
classroom
science studies
tutor
Research

ASJC Scopus subject areas

  • Education
  • Biochemistry, Genetics and Molecular Biology(all)

Cite this

A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student. / Cooper, Katelyn M.; Ding, Lu; Stephens, Michelle D.; Chi, Michelene; Brownell, Sara.

In: CBE life sciences education, Vol. 17, No. 2, ar31, 01.06.2018.

Research output: Contribution to journalArticle

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