TY - JOUR
T1 - Exploring the impact of different types of instructor generated videos on student learning in a university physiology course
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 NSF IUSE award #1504893.
Publisher Copyright:
© 2018. CEUR-WS . All right reserved.
PY - 2018
Y1 - 2018
N2 - Videos have become a popular way to engage students with material prior to a class, yet this is an unexplored area of research. There is support for the use of videos where instructors tutor students, but few studies have been conducted in a classroom. In this study, we used a randomized crossover design to compare the impact of two types of instructor-generated videos on university students in a large-enrollment physiology course. We compared videos featuring only an instructor with videos featuring an instructor tutoring a student. We found that students preferred, enjoyed, and valued the Instructor Only videos significantly more than the Instructor-Tutee videos. Additionally, below-average students performed significantly better on physiology quizzes after watching Instructor Only videos compared with Instructor-Tutee videos. Above average students performed equivalently on physiology quizzes after watching Instructor Only or Instructor-Tutee videos. This study applies cognitive science to a classroom practice.
AB - Videos have become a popular way to engage students with material prior to a class, yet this is an unexplored area of research. There is support for the use of videos where instructors tutor students, but few studies have been conducted in a classroom. In this study, we used a randomized crossover design to compare the impact of two types of instructor-generated videos on university students in a large-enrollment physiology course. We compared videos featuring only an instructor with videos featuring an instructor tutoring a student. We found that students preferred, enjoyed, and valued the Instructor Only videos significantly more than the Instructor-Tutee videos. Additionally, below-average students performed significantly better on physiology quizzes after watching Instructor Only videos compared with Instructor-Tutee videos. Above average students performed equivalently on physiology quizzes after watching Instructor Only or Instructor-Tutee videos. This study applies cognitive science to a classroom practice.
UR - http://www.scopus.com/inward/record.url?scp=85049865012&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049865012&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85049865012
SN - 1613-0073
VL - 2128
JO - CEUR Workshop Proceedings
JF - CEUR Workshop Proceedings
T2 - 2018 Practitioner and Industrial Track at ICLS, RIPI-ICLS 2018
Y2 - 26 June 2018 through 27 June 2018
ER -