TY - JOUR
T1 - A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student
AU - Cooper, Katelyn M.
AU - Ding, Lu
AU - Stephens, Michelle D.
AU - Chi, Michelene
AU - Brownell, Sara
N1 - Funding Information:
This study was funded by National Science Foundation IUSE award #1504893. We thank the members of Arizona State University’s Evidence Based Teaching in STEM journal club for their thoughtful feedback on this work and Hayley Dunlop for her help with the analyses presented in this article. We acknowledge Amy Pate, Guy Mullins, the tutees in the videos, and the instructional design team for helping create the instructor-generated videos, and Miles Orchinik and the instructional team of the course that integrated these videos. We acknowledge the help of Christiana Bruchok, David Yaghmourian, and Joshua Adams during the Fall 2016 pilot year. Finally, we thank the students in the physiology course who took the time to provide feedback so that we can use evidence to make instructional decisions to enhance their experience.
Publisher Copyright:
© 2018, The American Society for Cell Biology. All rights reserved.
PY - 2018/6/1
Y1 - 2018/6/1
N2 - 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.
AB - 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.
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U2 - 10.1187/cbe.17-12-0288
DO - 10.1187/cbe.17-12-0288
M3 - Article
C2 - 29786468
AN - SCOPUS:85051799097
SN - 1931-7913
VL - 17
JO - CBE life sciences education
JF - CBE life sciences education
IS - 2
M1 - ar31
ER -