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In-Class Versus Online Video Lectures: Similar Learning Outcomes, but a Preference for In-Class
Abstract
Previous findings suggest some advantages to using an online format to deliver declarative knowledge and to using class time for active learning and discussion. During 4 weeks of an introductory psychology course, students were assigned on alternate weeks to attend one of two lecture formats: in-class lecture or online video lecture with an in-class active learning session. No advantage was found for either format on the basis of quiz scores. Students appreciated the convenience of online lectures but preferred in-class lectures because of the increased ease of maintaining attention in the more structured environment. Attendance, as well as access of online content, decreased during the course of the study, suggesting that hybrid courses may lead to decreases in overall student effort.
... Several studies, however, demonstrate that these two teaching methods yield comparable results (Horspool & Lange, 2012;Jensen, 2011;Kemp & Grieve, 2014;Montiel Chamorro, 2018;Ni, 2013;Waldman et al., 2009;Wang et al., 2019;Yen et al., 2018). For instance, Montiel Chamorro (2018) compared the English language learning outcome of students taught in these two settings. ...
... Attitudes Toward Online Learning. Even though students valued the convenience of online instruction, they indicated a preference for face-to-face or blended mode in our study, which is consistent with previous research (Blau et al., 2017;Jensen, 2011). According to the present research, the benefits of online learning include timesaving, flexibility, and material accessibility, as shown in previous studies in the literature (Wong, 2020). ...
... Among the disadvantages of the online mode is a lack of concentration, which overlaps with similar studies (Jensen, 2011;Klimova, 2021). Research also reported less or ineffective interaction (Yang & Lin, 2020), a lack of connectedness and engagement (Bowers & Kumar, 2015), self-discipline and organizational skills (Kokko et al., 2015), and technological concerns (Dyrbye et al., 2009). ...
Plain Language Summary
How do online and f2f learning differ in SFL students’ academic achievements and experience?
The paper examines the effect of learning modality (online vs. face-to-face) on SFL student’s academic achievements during COVID-19. Previous research indicated mixed findings on the effects of learning modality on student achievement. Few previous studies have focused on the effect of teaching mode in a Spanish as a foreign language setting. Based on naturalistic data, we compared two groups concerning academic achievement. The online group also answered a questionnaire about their attitude toward learning modes, motivation, strategies, and self-reported skills. The study is a mixed design; academic achievements were measured with two exam scores on both groups (before and after the implementation of online teaching), and the answers from the questionnaire also provide some insight into possible reasons for the difference. The main findings are: (1) The online group outperformed the face-to-face group after online learning. (2) Results of the questionnaire are discussed related to the literature. (3) Possible explanations for online learners’ success include learners’ motivation, learning strategies, self-regulation, and self-efficacy; multiple activities in the online course that can improve learners’ participation and provide them instant feedback; students, instructors, and universities’ preparedness for online teaching.
... Thus, undergraduate students exhibiting a high degree of self-efficacy is associated with higher engagement in the course and the adoption of deeper learning strategies [14,15]. In online learning, particularly asynchronous online learning where there are no set lecture times, self-efficacy is especially important for success, as students must create their own schedule [16,17]. The learning-related emotions students experience can also be associated with or influenced by the learning environment, as lecturers can motivate students to feel excitement and enjoyment for the course material and promote students' motivation to learn in the course [18,19]. ...
... High stress levels have also been shown to negatively impact students' selfefficacy [17,30]. Thus, ensuring that students have a high degree of self-efficacy is important for success in both face-to-face and online learning [14,16]. ...
... Self-efficacy is important for undergraduate students and can be defined as a student's self-confidence in accomplishing an assigned task [13]. Both self-efficacy and motivation are important attributes for academic success [14,16]. Group learning activities that provide opportunities for peer interaction have been shown to improve students' engagement with course content, especially in online learning [17,47]. ...
... While asynchronous (i.e. flexible/self-paced/ non-live 7 ) teaching modalities such as computerised tutorials and video-taped lectures can also improve equity of access and have comparable efficacy to traditional face-to-face lectures, [9][10][11][12][13][14] several studies suggest the latter is preferred 10,11,13,14 and may elicit greater engagement 13 and motivation to participate in future learning. 10,11,14 Given ongoing improvements in technology and internet access, tertiary-based clinicians with specialty expertise can increasingly deliver live/interactive tutorials and case-based teaching to paediatricians across metropolitan, rural and remote areas. ...
... While asynchronous (i.e. flexible/self-paced/ non-live 7 ) teaching modalities such as computerised tutorials and video-taped lectures can also improve equity of access and have comparable efficacy to traditional face-to-face lectures, [9][10][11][12][13][14] several studies suggest the latter is preferred 10,11,13,14 and may elicit greater engagement 13 and motivation to participate in future learning. 10,11,14 Given ongoing improvements in technology and internet access, tertiary-based clinicians with specialty expertise can increasingly deliver live/interactive tutorials and case-based teaching to paediatricians across metropolitan, rural and remote areas. ...
... While asynchronous (i.e. flexible/self-paced/ non-live 7 ) teaching modalities such as computerised tutorials and video-taped lectures can also improve equity of access and have comparable efficacy to traditional face-to-face lectures, [9][10][11][12][13][14] several studies suggest the latter is preferred 10,11,13,14 and may elicit greater engagement 13 and motivation to participate in future learning. 10,11,14 Given ongoing improvements in technology and internet access, tertiary-based clinicians with specialty expertise can increasingly deliver live/interactive tutorials and case-based teaching to paediatricians across metropolitan, rural and remote areas. ...
Aim:
The purpose of this study was to evaluate whether a neurology outreach teaching programme delivered via video-teleconferencing (6 × 60 min live sessions every 6-8 weeks) is acceptable, contributes to understanding and meets the neurology learning needs of Australian paediatricians from metropolitan, rural and remote areas.
Methods:
A sample of six NSW sites that joined the neurology outreach programme between 2017 and 2019 (Arm 1) and six interstate sites from QLD, WA and TAS who commenced the programme in 2020 (Arm 2) participated. A mixed-methods survey explored participants' learning needs and value of the programme.
Results:
Forty-six participants submitted programme evaluation surveys (26 arm 1, 20 arm 2); 9 were removed due to insufficient data (n = 37). Quantitative and qualitative data showed the programme was acceptable in format, relevant to practice, appropriate for clinician learning needs, and engaging. Clinicians reported improvement in understanding and confidence. Participants felt more connected/less isolated and up-to-date. Participants reported a positive impact from the programme on approach to neurological problems and ensuing consults, and more differentiated and appropriate paediatric neurology referrals.
Conclusion:
This study validates the live video-teleconference outreach model as an acceptable, effective and important means of providing continuing neurology education for Australian paediatricians.
... These changes led to a significant disruption in lectures and assessments, as some previous methods became difficult to use in an online format (Iglesias-Pradas, Herná ndez-Garcí a, Chaparro-Pelá ez, & Prieto, 2021). Online learning, when properly planned, can serve as a viable alternative to in-person learning (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012;Jensen, 2011;Kemp & Grieve, 2014), with the potential to enhance active learning among students through group work assignments or online discussion activities. Student satisfaction with online learning can be lower than in-person courses, as students have reported lower engagement with online material and lectures and an increased need for student self-discipline due to the lack of structure (Jensen, 2011;Wang, Shannon, & Ross, 2013). ...
... Online learning, when properly planned, can serve as a viable alternative to in-person learning (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012;Jensen, 2011;Kemp & Grieve, 2014), with the potential to enhance active learning among students through group work assignments or online discussion activities. Student satisfaction with online learning can be lower than in-person courses, as students have reported lower engagement with online material and lectures and an increased need for student self-discipline due to the lack of structure (Jensen, 2011;Wang, Shannon, & Ross, 2013). The implementation of active learning strategies (e.g. ...
... Many courses that had only existed previously as in-person, traditionally-styled face-to-face course offerings were forced into online formats with very different lecture and assessment plans. Previous research has demonstrated that students academic performance, skill development, and satisfaction are similar in online and in-person courses (Holmes & Reid, 2017;Monk & Newton, 2018;Nichols, Shaffer, & Shockey, 2003;Wang et al., 2013), although some students may prefer in-person lectures (Jensen, 2011). However, these studies report student outcomes from courses that are specifically designed to be conducted entirely or partially online, which is not the case for the majority of courses affected by the COVID-19 pandemic. ...
Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P<0.05), however, practical SL skills remained unchanged (P>0.05). There was no difference in the magnitude of improvement in students’ SL skill perceptions or their practical SL skills between course formats (P>0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education.
... To assess the success of online learning delivery, several statistical analyses need to be performed on the student's performances with the relation of course learning objectives during physical and online classes. Some of the authors that have compared the students' performances during physical and online learning are Yusniman and Khalid [9], Navarro and Shoemaker [10], Brown and Liedholm [11], Jensen [12], Fisher et al. [13], and Altahhan et al. [14]. From these four references, only Yusniman and Khalid [9] and Brown and Liedholm [11] had a similar conclusion in which online learning is better than physical mode. ...
... From these four references, only Yusniman and Khalid [9] and Brown and Liedholm [11] had a similar conclusion in which online learning is better than physical mode. Navarro and Shoemaker [10], Jensen [12] and Altahhan et al. [14] found that there is no statistically significant difference in student results between online and physical mode. Whereas Fisher et al. [13] stated that their collected data showed that their students' scores are slightly lower in online learning as compared to face-face learning. ...
On January 7, 2020, the world was surprised by the discovery of the Covid-19 virus in Wuhan, China. As of April 11, 2022, a total of 6, 214, 082 persons have died as a result of the Covid-19 pandemic. Many countries are at a worrying state since the Covid-19 has spread, including Malaysia. To counteract the impact of covid-19, the government has implemented precautionary measures at all levels, including health, economic, social, and education. A movement control order is one of the measures taken by the government since March 18, 2020, to curb the spread of Covid-19. Due to the movement control order, educators are required to switch their education delivery setting from physical to online learning. This study aims to analyse the impact of online learning on students’ performances in Financial Mathematics class. Results from two learning outcomes during the hybrid and online learnings are compared to check for the effectiveness of the online learning implementation. T-test, Chi-Square test and correlation matrix analysis will be implemented. The findings of the study suggest that students performed better in online learning than in traditional learning in CLO1. The results of this study can be used as a reference for the government's future efforts to promote effective online learning.
... Potential benefits include the following: Learners can watch videos at their own pace or go over the content more than once (Roehling et al., 2017); lessons can be divided into smaller sections, and learners can view them whenever it is most practical and advantageous (Forsey et al., 2013;Jensen, 2011); in the classroom, active learning, a powerful teaching strategy, can be used (Freeman et al., 2014); students that are struggling can be helped by teachers, who can also establish stronger relationships with them (Roehling et al., 2017); flipped classroom improved student learning outcomes and achievement, increased teacher-student and student-student interactions during sessions, promotion of a student-centric learning environment, and consideration of different styles of learning (Vuong et al., 2018); flipped classroom allows students to learn whenever, wherever, and at their own pace, personalise their educational experience, advance their engagement in learning, enhance their capacity for reflection and general competencies, improve their level of self-discipline and self-regulation abilities, increase their learning independence, and so on (He et al., 2016;Yang, 2017). ...
... Despite the benefits of flipped classroom approach, there exist some potential drawbacks. Compared to a conventional classroom lecture, students may perceive the recorded lectures to be less engaging and experience more interruptions when watching the vodcast (Jensen, 2011). Milman (2012) stated that students may not watch the entire lesson video or have trouble understanding the content, leaving them unprepared for instructional tasks during class sessions or struggling to keep up with other students. ...
This study aimed at determining the effect of flipped classroom approach on mathematics achievement and interest of students. Given this, a quasi-experimental design was used, specifically non-equivalent pretest-posttest control group design. The study’s population comprised six hundred and seventy-three seniors in class one (SS 1) from Igbo-Etiti Local Government Area in Enugu State. The study’s participants were a sample of 86 learners selected from two schools purposively. Each school had two SS 1 classes, divided into experimental and control groups via balloting. Data were gathered through the instrumentality of the Mathematics Achievement Test (MAT) and Mathematics Interest Inventory (MII), which have reliability scores of 0.88 and 0.79, respectively. Prior to and following a six-week course of treatment, each group completed a pretest and posttest. SPSS, a statistical tool for social sciences, was applied to analyse the acquired data. The mean and standard deviation were utilised to report the study’s questions, and analysis of covariance (ANCOVA) was utilised to evaluate the hypotheses at a 0.05 significance level. Results established that learners taught mathematics utilising flipped classroom approach had higher mathematics achievement and interest scores than their peers taught using the conventional approach. Results also revealed that the achievement and interest scores of male and female learners who received mathematics instruction using flipped classroom approach were the same. Considering the findings, recommendations were given, among others, that mathematics teachers should use the flipped classroom approach to assist learners in boosting their achievement and interest in mathematics, especially in geometry.
... The flipped classroom has numerous potential benefits, many of which are frequently lauded and less frequently publicised potential drawbacks. Following are some potential advantages: Students can watch the vodcasts at their own pace or go over the material more than once [22]; lectures can be divided into smaller segments so that students can watch them whenever it is most convenient and effective [23], [24]; active learning, an effective teaching method, can be used in class [25]; and instructors can work individually and develop stronger relationships with students who are having difficulties [22]. Additionally, possible drawbacks include the following: Students prefer to have an instructor there during lectures to answer questions [26], and they may find that the recorded lectures are less engaging than the traditional classroom lecture and that there are more distractions when watching the vodcasts [24]; some students find it more difficult to plan, organise, and complete their outside-of-classwork learning [27]; watching recorded lectures may result in reduced reading compliance [28]; Finally, particularly those with limited financial or technological capabilities, students may experience technical difficulties downloading or seeing the vodcasts [29]. ...
... Following are some potential advantages: Students can watch the vodcasts at their own pace or go over the material more than once [22]; lectures can be divided into smaller segments so that students can watch them whenever it is most convenient and effective [23], [24]; active learning, an effective teaching method, can be used in class [25]; and instructors can work individually and develop stronger relationships with students who are having difficulties [22]. Additionally, possible drawbacks include the following: Students prefer to have an instructor there during lectures to answer questions [26], and they may find that the recorded lectures are less engaging than the traditional classroom lecture and that there are more distractions when watching the vodcasts [24]; some students find it more difficult to plan, organise, and complete their outside-of-classwork learning [27]; watching recorded lectures may result in reduced reading compliance [28]; Finally, particularly those with limited financial or technological capabilities, students may experience technical difficulties downloading or seeing the vodcasts [29]. ...
... For example, a flipped classroom would have content available online for gaining knowledge and then have group discussions on the application of the content during class. Relatively new compared to other modalities, blended learning can be found under various names in the literature, such as mixed, hybrid, and HyFlex (S. Jensen, 2011;Romero-Hall & Ripine, 2021). ...
... As a developing modality, there remain challenges with terminology and classification. Although national agencies such as IPED and regional accrediting bodies attempt to clarify, blended learning can be found under various names in literature, such as hybrid learning (S. Jensen, 2011) An emerging definition from the Online Learning Consortium (OLC) involves reconceptualizing blended learning under the following definition: "Blended learning is instruction that blends technical, temporal, spatial, and pedagogical dimensions to create actualized learning" (Joosten et al., 2021, p. 9). This definition directly conflicts with the association of blended learning in IPED data as a part of the face-to-face modality. ...
Although research has been conducted on the benefits of technology-enhanced learning in education, some higher education institutions have adapted and embraced these technological benefits, but others have not. The COVID-19 pandemic brought a heightened awareness of technology-enhanced learning and the need for faculty to support the adoption of technology tools in their instructional practices. The purpose of this qualitative, descriptive study was to explore faculty perceptions of the impact of a rapid need-based pivot to remote learning during the COVID-19 global pandemic. The study is grounded in the Technology Acceptance Model 3, which connects multiple perceptions of a technology user with indications of acceptance and use of technology. This model also considers the use of technology under voluntary and involuntary circumstances. Interviews with 13 faculty members from various campuses were conducted as the primary data collection method to answer the research question: What are faculty perceptions of the use of technology-enhanced learning resulting from their experiences during COVID-19? The findings of this study add to the body of knowledge on faculty transitions to technology acceptance, provide current perceptions of faculty regarding academic technology integration since the pandemic, and establish the basis for creating a faculty development series in technology-enhanced learning.
... Study results suggest that access to lesson recordings does not contribute to student attendance decisions, which are instead based on the topic of the lecture, their positive or negative experiences with the lecturer, the lecturer's teaching approach, and the predicted outcome of the lecture (Billings-Gardiardi & Mazor, 2007). Rather than provide evidence that recordings reduce attendance, studies have shown that students value face-to-face lectures since they provide more interaction with peers and lecturers (Gosper, et al., 2008;Jensen, 2011). Related to legal considerations about academic freedom and intellectual property rights, it is firmly stated in the literature that it is an institution's responsibility to determine policies on the length of time recordings are kept, procedures for dealing with the recordings when the lecturer leaves the institution, and issues of transparency about rights and ownership as well as the use of the recordings for lecturers' performance evaluation or appraisals (Jisc, 2015). ...
... These results seem to be consistent with the other studies that claim that access to lecture recordings does not result in a decrease in attendance and that students appreciate the value of face to face lectures (Gosper, et al., 2010;Jensen, 2011;Newton, et al., 2014). The research on attendance suggests that students basically make their decisions based on the topic of the lecture, their positive or negative experiences with the lecturer, and the lecturer's teaching approach (Billings-Gagliardi & Mazor, 2007). ...
Technology-based teaching approaches such as flipped classroom and blended learning are becoming increasingly common as educational technology takes root. Lecture capture is one of these approaches; and using lecture capture, lecturers either share their lessons online or make necessary changes before they are made available for review by students. However, while this application has become widespread in teaching syllabi, it has prompted further discussion concerning the pedagogical impact of lecture capture on lecturers and students, including lecturers altering conventional teaching methods during recording, the intellectual property rights of materials used during lecture capture, student absenteeism, and the impact of lecture capture on students' success rate. This study investigated the perceptions of professors within a College of Education about their experiences and opinions regarding advantages and disadvantages in the lecture capture approach as well as their suggestions with a special focus on the pedagogical use of this approach. A qualitative research design based on the principles of the constructivist paradigm was used to explore professors' perceptions of lecture capture. The findings indicated four themes: attendance and participation, professional development, academic freedom, ethical/legal issues and institutional policy. The professors, in general, found the use of LC positive and useful. However, the findings suggest that the professors have concerns about academic freedom, student participation in lessons, ethical and legal issues, and institutional policy.
... Many researchers have found that high quality online instruction can foster similar learning to face-to-face instruction (Jensen, 2011;John-son, Aragon, Shaik, & Palma-Rivas, 2000; U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, 2010;Waschull, 2001). For example, a comparison study was conducted on two graduate level courses, one online and one face-to-face, that assessed learning by blind review of students' final projects to determine if they meet the course learning objectives (Johnson et al., 2000). ...
... Even though the students in purely online and transitioned-online introduction to psychology sections reported learning the same amount, actual learning is likely to be quite different, and researchers have found perceived learning and actual learning to not always be correlated (Clayson, 2009;Sitzmann et al., 2010;Bacon, 2016). We assert that faculty need time to plan their online courses so that they are engaging (Campbell, 2014;Chen et al., 2010;Dixson et al., 2017;Martin et al., 2018), keep students' interest (Pregitzer & Clements, 2013;Sun & Rueda, 2012), are enjoyable (Hobgood, 2007;Eid & Al-Jabri, 2016;Hidi & Renninger, 2006;Schiefele, 1991), foster online self-efficacy (Lin et al., 2008;Shen et al., 2013;Womble, 2008), and, most importantly, facilitate learning (Jensen, 2011;Johnson et al., 2000;Waschull, 2001). Further evidence of the importance of course planning to enhance students' online experiences is seen in our finding that students in transitioned-online sections of introduction to psychology perceived more learning potential (if given the ideal instruction) than students in purely online sections. ...
Due to the COVID-19 pandemic, nearly all of American higher education transitioned to online during Spring, 2020. A nationwide sample of 482 undergraduates were asked to identify a course that transitioned online and to evaluate dimensions of the course, in addition to completing various pedagogically relevant measures. The transition was overall evaluated negatively, specifically that the courses became less enjoyable, less interesting, decreased in learning value, facilitated less attention and effort, and incorporating less cultural content after transitioning online. On positive note, courses were perceived as becoming more flexible to students needs after transitioning online. Evaluations of courses transitioning to online were consistently predicted by online self-efficacy, emotional well-being, computer anxiety, online student engagement, and student perceptions of instructor confidence with transitioning online. Implications for continued mass online instruction, as well as general lessons for online instruction, are discussed.
... However, learners also encounter great challenges during VBL, especially the increased need to control their own learning process (Greene & Azevedo, 2010;Wong et al., 2019;Zimmerman, 2002). Compared with face-to-face learning, students experience more difficulties in regulating their attention, efforts and time in a more autonomous VBL environment (Biwer et al., 2021;Jansen et al., 2020;Jensen, 2011). If additional learning support can be K E Y W O R D S alpha power, cognitive load, EEG, mental fatigue, video-based learning ...
Cognitive load is a critical internal state associated with learners' learning process and significantly influences learning outcomes. With the worldwide popularity of video‐based learning (VBL), tracking real‐time cognitive load variations becomes more and more important for the timely provision of adaptive learning support during the learning process. This study proposed and validated an electroencephalogram (EEG)‐supported approach to tracking real‐time cognitive load variations during continuous VBL. We recruited 108 healthy adult participants to watch a specially designed video lecture with a sequence of interconnected slides of equal length. EEG signals were continuously recorded throughout the session. The video lecture was designed with varying levels of content difficulty (ie, rated from 1 to 5) across slides and was narrated at three different speeds (ie, slow, normal and fast) to induce cognitive load variations. For each slide, the cognitive load was quantified using both subjective ratings (ie, self‐reported difficulty) and an EEG‐derived measure (ie, alpha power). Through linear mixed model analysis, we demonstrated the feasibility of using alpha power to track real‐time cognitive load variations during the continuous VBL process after controlling the effect of mental fatigue. This study provides a foundation for developing learning enhancement technologies that enable the timely provision of adaptive learning support in VBL.
Practitioner notes
What is already known about this topic Video‐based learning has become a prevailing learning method for the current generation.
Tracking the internal learning state of learners is essential for the timely provision of adaptive learning support during the video‐based learning process.
Cognitive load is a critical aspect of internal learning state.
While EEG has been proven to be valuable in assessing average cognitive load of a task, few studies have investigated the feasibility of utilizing EEG to track real‐time cognitive load variations in a task.
What this paper adds An EEG‐supported approach was proposed to track real‐time cognitive load variations in video‐based learning.
A high consistency was found between subjective ratings and EEG‐derived measure of cognitive load.
The presence of mental fatigue exerted a significant impact on EEG‐derived measure of cognitive load.
Implications for practice and/or policy Generative AI can be leveraged to facilitate mass production of lectures required in the approach.
Real‐time tracking of cognitive load variations in video‐based learning enables the timely provision of adaptive learning supports.
Additional research is warranted to mitigate the effect of mental fatigue on real‐time tracking of cognitive load variations.
... Nonetheless, educational videos present inherent challenges, most notably the absence of interactive components, which can engender a passive learning experience and compromise learner engagement (Szpunar et al., 2014). Empirical evidence indicates a more rapid decline in engagement during online video learning compared to traditional face-to-face sessions (Guo et al., 2014;Jensen, 2011). In response, scholars have proposed embedding questions within videos to foster active learning. ...
This study examined the influence of question generation types and organizational cues on video learning. Participants were 100 undergraduate students randomly assigned to view videos that differed in terms of question generation type (instructor-generated vs. self-generated) and organizational cues (with vs. without). The results revealed that self-generated questions led to superior learning performance and higher cognitive load compared to instructor-generated questions in the absence of organizational cues, but when combined with organizational cues, there was no significant difference between the instructor and self-generated questions. Additionally, students who engaged with self-generated questions demonstrated a higher frequency of interaction and seeking behaviors and meta-cognition. Mediation analysis further indicated that self-generated questions, compared to instructor-generated questions, improved learning performance by increasing both the seeking frequency and cognitive load. These findings underscore the importance of question generation and organizational cues in video learning. They also have practical implications for design and use of video learning: if students are required to generate questions by themselves, it is better not to provide organizational cues; this will foster their engagement (more research behaviors and higher cognitive load) and thus their learning. In contrast, if they must answer questions generated by the instructor, the presence or absence of organizational cues does not matter.
... Before the Covid-19 pandemic, the literature generally found that students preferred in-person teaching [18,37] although there is considerable variation across institutions and programmes [12,15]. Since the start of the Covid-19 pandemic there is growing evidence that students' preferences have shifted slightly toward online teaching [27,32,38] although this literature is not conclusive [5,34]. ...
In this paper we use new experimental data to investigate students’ preferences regarding lecture mode and length, and assessment type across two unique dimensions: expected learning and enjoyment. Our main findings are as follows: first, students demonstrate a strong preference against online lectures. Students expect to learn more from, and enjoy, modules that have in-person lectures. Given that one-third of lectures in UK universities are now taught online—up from 4 percent before the pandemic—these results indicate a misalignment with students’ preferences. Second, students favour shorter lectures (1 h) over longer lectures (2 h). Students do not expect to learn more from longer lectures—suggesting diminishing expected marginal returns. Third, students prefer individual assignments to exams. Students expect to enjoy and learn more from modules that have individual assignments (as opposed to exams). These findings are robust across two samples of university students.
... Many studies have found that lecture videos can be as effective as traditional in-person lectures. For example, Jensen (2011) found no significant difference in quiz scores between students who attended in-person lectures and those who engaged with online lectures. Other studies found that substituting traditional classroom instruction with online lecture videos has not just maintained but also improved student learning outcomes. ...
Background
Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre‐service and in‐service teachers (ITs).
Objectives
This research primarily aims to juxtapose the nonverbal teaching behaviours, such as arm extensions and body orientation, utilized by pre‐service teachers (PTs) and ITs within asynchronous online videos.
Methods
Asynchronous video lectures from four pre‐service and four ITs across four diverse subject topics were scrutinized. Leveraging deep learning technology, teachers' poses during their instruction towards a video camera were quantified, with a particular focus on arm stretch range and body orientation in relation to the subject being taught.
Results
The findings revealed that PTs were deficient in effectively employing pointing gestures. Their arm stretches and body orientation towards the board were not differentiated across subjects. Conversely, ITs demonstrated subject‐specific variations in their arm extension and body orientation, signalling their effective strategies for knowledge dissemination.
Conclusions and Discussion
This study emphasizes the importance of assessing nonverbal teaching behaviours in the development of effective instructional training. It accentuates the need for nonverbal communication and subject‐specific teaching strategy training in PTs. Future investigations could broaden their scope to include larger sample sizes and expanded subject areas to discern more comprehensive trends in nonverbal teaching behaviours.
... It is well known that less motivated and less engaged students in the flipped course activities will mainly prevent the success of such a learning strategy (Hao & Lee, 2016;Kim et al., 2014). Senior students may find the video lectures less engaging and need help maintaining their attention (Burke & Fedorek, 2017;Jensen, 2011). Potential reasons behind that may be due to the extra workload, crowded timetables, stress accompanying their final year project, and graduation issues. ...
Aim/Purpose: The study aimed to investigate the effect of using the gamified flipped classroom instructional method on the students’ overall achievement compared to the traditional non-gamified, non-gamified flipped classroom, and traditional gamified instructional methods. Background: Flipped classroom is helpful to address limited class time, implement different pedagogies, and help students better attain their learning outcomes and improve their academic achievement. Motivating and encouraging students to perform or complete flipped learning activities is a challenging issue affecting the success of the flipped classroom. This research posits that gamification presents a promising solution, and adding gamification to the flipped classroom is important for its success. However, little is known about the effects of integrating gamification into flipped learning without sufficient results to generalize. Pedagogical designs with appropriate theoretical foundations should be added to the literature on flipped learning and gamification. This research proposes a learning model that combines gamification within flipped classroom via quizzes online platform with the main flow theory requirements. The purpose of this combination is to motivate and engage learners in flipped classroom activities. Methodology: The data were collected from 101 undergraduate students in a database management course at Al al-Bayt University in Jordan. The students were assigned to four different instructional methods according to their preferences (traditional non-gamified, non-gamified flipped, traditional gamified, and gamified flipped classroom). A study with a quasi-experimental factorial design was carried out using midterm and final exam instruments to assess the students’ overall achievement. Two-way factorial ANOVA was employed to examine the main effect of the instructional method, student gender, and the interaction effect on students’ overall achievement. Bonferroni’s multiple comparisons test was carried out to compare and determine which instructional method had the main effect and achieved the best grades among test groups. Contribution: The current study proposed a gamified flipped learning model guided by the theoretical foundations of flow theory. This study offers a novel contribution to the literature by illustrating the importance of employing gamification in the flipped classroom and how the gamified flipped instructional method affects student achievement, especially when appropriate gamification design and careful game element selection. The effects reported by this study provide empirical evidence and valuable insights for researchers, practitioners, and educators about the issues of gamified flipped classroom and guide instructional designers to apply appropriate game elements. Findings: The findings showed that the gamified flipped group outperformed the other three groups and significantly improved students’ overall achievement with a large effect size. Employing gamification within the flipped classroom instructional method improved 23.9% of the total variance in the students’ achievement through increasing their motivation to complete flipped classroom activities. It has also been found that the non-gamified flipped group outperformed both the traditional non-gamified and the traditional gamified groups. Students’ gender was also not a significant factor regarding male and female achievement in using gamified flipped classroom. Recommendations for Practitioners: This study recommends that instructors who utilize flipped classroom should combine other new technologies within in-class activities, such as gamification, instead of traditional discussion in classroom meetings. Thus, the in-class activities become more attractive, increasing their students’ motivation. Recommendation for Researchers: Researchers need to understand the factors enhancing the flipped learning activities and the ways of designing and implementing gamification elements to develop new learning models. Impact on Society: Gamified flipped learning can help students improve their achievement and help instructors perform in-class instructional activities, leading to more effective and efficient higher education. Appropriate design and use of gamification elements within flipped learning can promote and encourage the use of such a model. Future Research: Additional research should be conducted to explore and measure students’ motivation, engagement, and in-class collaboration due to the gamified flipped classroom instructional model. Further experimental studies on other courses in different environmental variables are also recommended.
... The flipped classroom improves exam and quiz performance even when controlling for maths anxiety (Nielsen et al., 2018), but this raises questions about the future for examinations as MOOCs set a precedent for more Universities to push their content delivery online. Psychology students have suggested that there are consequences of online learning and subsequent testing, in that they examine only a restricted band of information learnt (Jensen, 2011). To begin, conventional exams test students' ability to rote learn material via closed-book examinations, which whether multiple-choice or otherwise, appeals to the lowest orders in the taxonomy of cognition ('Remembering' and 'Understanding') because they are a test of student memory and general comprehension of the question (Anderson & Krathwohl, 2001). ...
... Video-based learning is a relatively simple to implement and versatile type of technology-enhanced learning, which enables access to the curriculum outside of conventional lectures through electronic devices (Syed et al., 2020). Different types of video have been used in Higher Education, including pre-recorded lectures (e.g., Jensen, 2011), short knowledge clips (bite-sized videos that explain a particular concept), instructional videos (videos that include a demonstration of how to solve a particular problem; e.g. Hoogerheide et al., 2016a). ...
The use and acceptance of online learning have increased following the COVID-19 pandemic. This mixed-methods study examined learners' preferences and performance in online learning interactions in relation to two factors: 'bite-sized' learning and 'presenter status' in instructional videos. University students (N = 18) without a mathematical background utilised bite-sized online learning episodes focusing on statistics. Each episode included a 10-minute instructional video followed by an assessment. The videos implemented three alternative 'presenter-status' conditions: lecturer, student-imitating-lecturer or student-peer-tutor. Individual students completed three episodes, one from each presenter-status condition (counterbalanced). Participants presented high performance in the post-episode assessments, irrespective of presenter status. Students also reported remarkably positive views towards bite-sized learning in user-satisfaction questionnaires. Finally, qualitative analysis of open-ended responses and interviews uncovered three main themes: positive learning experiences, divergent attitudes towards video-based learning, and differential preferences for presenter status. These findings have clear implications for teaching and learning in higher education.
... During online self-study, most students can watch the teaching video and take notes independently; then, they can complete self-study tasks independently as self-exam and consolidation (Jensen, S. A [33]). Many students ask for help from teachers and classmates in an e-community (e.g., WeChat Group) when they encounter problems. ...
Abstract—The new “Internet+” teaching mode during the COVID-19 pandemic has guaranteed the smooth learning progress of university students in China. High-efficiency reconstruction of time and space for knowledge teaching and internalization based on informationalized teaching mean is an important approach to online learning. A flipped classroom is a teaching mode that is formed through bottom-up exploration. Combined with teaching practical situations, the flipped classroom realizes the transformation from the teacher-centered mode to the student-oriented mode successfully and has important value to the teaching of professional core courses, which are difficult to be learned. In this study, 80 freshmen majoring in Road and Bridge Engineering Technology at Yellow River Conservancy Technical Institute in Henan Province of China were selected as research objects, and Road Survey Design and Lofting was chosen as the teaching course. Under these circumstances, a teaching experiment comparison was designed. The experimental group used flipped classroom technology based on Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model theory, while the control group used the traditional teaching mode. Research results demonstrate that before the experiment, the learning outcomes of two groups in Road Survey Design and Lofting were basically consistent (P=0.908>0.05) without obvious differences. After finishing the experiment, the post-test results of the control group have not improved significantly compared with the pre-test results (P=0.0938>0.05). However, the post-test results of the experimental group have improved significantly compared with the pre-test results (P < 0.001). The average scores of the experimental group are far higher than that of the control group, thus indicating the evident progress of the experimental group. Noticeable differences in the post-test results between the experimental group and the control group are observed (P < 0.001). The research results are of great significance to enriching the teaching mode of core application courses for engineering majors in university, as they provide evidence that the flipped classroom increases the learning interests and motivation of students and demonstrate the teaching effect of flipped classroom technology in universities.
... Their final exam scores showed that the online mode scores were 6% higher than those from physical learning. A. Jensen [7] conducted the similar study in an introduction psychology course and indicated that these two modes have similar learning outcomes, but the students picked in-class mode to their favour. ...
The Covid-19 epidemic has impacted teaching and learning practices not just in elementary and secondary schools, but also in higher institutions. As a result, the new modes of learning and teaching activities that have changed from face-to-face to online may have an impact on students' performance. The goal of this study is to use nonparametric approaches to compare the performance of students at a tertiary institution who were studying face-to-face with those who were learning online. The quantitative students' evaluation scores in a statistics course from different schools in the institution were used in this study. The Shapiro-Wilk test reveals that the data violated the normality assumption of parametric techniques. As a result, nonparametric statistical analysis using the Mann-Whitney U Test and the Kruskal Wallis Test, which are alternative methods for the independent t-test and one-way analysis of variance were used to investigate whether differences in performance scores are significantly different between groups of students who have experienced different learning methods and have been in different schools. In terms of performance scores in a statistics course, our results demonstrate that online learning approaches outperform physical face-to-face learning.
... As intense clinical workloads, competing priorities and unplanned medical emergencies can preclude clinicians from regularly attending live/real-time (synchronous 7 ) sessions, on-demand (asynchronous 7 ) learning via video-based lectures (VBLs) is an attractive alternative. Multiple studies have shown that videotaped lectures have comparable efficacy to traditional lectures [8][9][10][11][12][13] and afford numerous benefits to the user, including the capacity for flexible self-paced learning, easy repetition or revision of materials and the convenience of unrestricted access. 9,14,15 This study aimed to better understand participants' current continuous learning activities and preferences to inform future efforts, and determine whether pre-recorded VBLs are an acceptable means of providing ongoing education for consultant and trainee paediatricians in Australia. ...
Aim
The purpose of this study was to evaluate whether pre-recorded video-based lectures (VBLs) covering a range of paediatric topics are an acceptable means of providing ongoing education for consultant and trainee paediatricians in Australia.
Methods
Previous participants (paediatric consultants and junior medical officers) of a neurology outreach teleconference programme offered by a paediatric neurologist between 2017 and 2020 were invited to participate in a multi-specialty pre-recorded video-based education programme. Acceptability was explored by assessing relevance, likelihood of utilising VBL's in the future, uptake and learning activity preferences. The impact of VBLs on confidence, currency and practice was also explored. Additional data including topics of interest, preferred video format, duration, viewing method and frequency of delivery were captured, to better understand participant preferences to inform future efforts.
Results
A total of 135 consented; 116 returned baseline; 94 returned follow-up surveys. Preferred learning activities included a live/interactive component. Videos were considered relevant. Preferences for pre-recorded videos improved from ninth to sixth most preferred learning activity post-intervention. VBL convenience and accessibility were valued. Practice was altered in: approach to management, use of treatments, confidence in decision-making, and discussion with families and patients. The average view duration was 16 min. Longer videos yielded slightly lower audience retention rates. For future offerings, the majority endorsed a preference for a ‘mixed’ video format and duration of 20–40 min, offered monthly.
Conclusion
Video-based medical education is an appealing and sustainable alternative, given the convenience of unrestricted accessibility, in meeting ongoing learning needs of Australian paediatricians and trainees.
... Increased Flexibility: If all learners and teachers are equipped with required gadgets and internet access, online education has an advantage of universal access and increased flexibility (Jensen, 2011). ...
... Metode ini akan melatih visual maupun daya tangkap lebih cepat. Video pembeljaran akan menarik minat siswa dan memberikan keudahan bagi siswa karena memahami materi yang interaktif sehingga semua mata pelajaran dapat tercapai dengan baik (Jensen, 2011;Patterson et al., 2018;Saputra & Mujib, 2018). Media pembeljaran video juga media yang dirancang secara sistematis yang memungkinkan peserta didik dapat menerima materi pembelajaran secara lebih mudah dan menarik. ...
Media pembelajaran sendiri merupakan segala sesuatu yang dapat menyampaikan pesan pembelajaran digunakan alat-alat bantu untuk meningkatkan pelaksanaan proses belajar mengajar dimana sebagai penerima pesan (siswa) mampu untuk menerjemahkan pesan yang akan sesuai dengan tujuannya yang dapat dipahami materi yang ada. Pembelajaran yang disusun dengan tujuan menggunakan sistem elektronik atau komputer sehingga mampu mendukung proses pembelajaran . E-learning adalah suatu sistem atau konsep pendidikan yang dapat memanfaatkan teknologi informasi dalam proses belajar mengajar. Tujuan penelitian ini adalah dapat menghasilkan produk media e-learning berbasis web. Penggunaan E-learning berbasis web untuk menunjang pelaksanaan proses belajar dapat meningkatkan daya serap mahasiswa atas materi yang diajarkan. Meningkatkan partisipasi aktif dari mahasiswa. Meningkatkan partisipasi aktif dari mahasiswa. Meningkatkan kemampuan belajar mandiri mahasiswa. Pembelajaran akan meningkat jika keaktifan maupun keikutsertaan siswa yang mengakibatkan metode pembelajaran e-learning meningkat.
... Also, as a result of applying FC to middle school students, participation in the class was high, but the student's academic performance was not effective (Choi, 2015). In the middle school student's math class, there were significant differences in mathematical attitudes between experimental and control groups, but no significant differences in academic performance (Hwang, 2017;Scott, 2011). ...
The purpose of this study is to analyze the effects of flipped learning on students' academic achievements in the subject of science at Bilim Innovation Lyceums (BIL) in Kazakhstan. For this purpose, pre and post surveys were conducted on 168 students who were divided into two groups; the experimental group consisting of 84 students who took part in flipped learning classes for seven weeks and the control group consisting of 84 students who experienced the traditional method of classroom instruction at the same period. To achieve the objectives of the study, a final placement test score was used before and after the introduction of the flipped classroom model. The results of the study are summarized as follows. There were a significant difference between the two groups in terms of academic achievement when it measured by test scores before and after the concerned semester. On the basis of these findings, several suggestions were made for the schools to utilize innovative instructional methods including flipped learning for sustainable education in the future.
... Given that some students prefer synchronous learning experiences (Dahlstrom-Hakki et al., 2020;Jensen, 2011), each teaching assistant (TA) and peer tutor teaches one optional discussion section each week. Prior to March 2020, these discussion sections were held onground and also simulcast via Zoom. ...
In this chapter, I recall and reflect on teaching virtually an undergraduate group processes class during the COVID-19 pandemic. I explain the parameters and expectations I had for the class, in addition to reflecting on their effectiveness. I end the chapter with teaching tips based on knowledge attained from teaching the course in a new format.
... Given that some students prefer synchronous learning experiences (Dahlstrom-Hakki et al., 2020;Jensen, 2011), each teaching assistant (TA) and peer tutor teaches one optional discussion section each week. Prior to March 2020, these discussion sections were held onground and also simulcast via Zoom. ...
Teaching Cognitive Psychology online represents an exceptional opportunity to interact and connect with students in diverse and relevant ways. A course in Cognitive Psychology can be strengthened by considering the context of the current COVID-19 pandemic. In a world immersed by several sources of information, it is crucial undergraduate students both acquire tools for the analysis and processing of information and develop the ability to examine cognitive and decision-making processes. In this chapter, we present the development of the Cognitive Psychology online course and its implications to address the problems derived from the global health problem. We present the generalities of the course, the different interactions between real phenomena (e.g. beliefs about the fair distribution of income, information processing in reading acquisition, children’s learning of basic mathematical concepts and procedures, cognitive processing in decision-making, COVID-19 pandemic), and the content of the course. We discuss the different dynamics, activities, and assessments that we followed during the online course. Furthermore, we emphasize the importance of research to obtain and strengthen knowledge. Finally, we reflect on the advantages and implications of taking the online course and comment on two fundamental ideas for the consolidation of the concepts: 1) the conception and development of an advanced course in cognitive process modeling, and 2) the formulation of an international research seminar in cognitive sciences.
... Some did not detect any specific relation between these types of teaching formats and attendance (Copley 2007;Von Konski, Ivins, and Gribble 2009;Larkin 2010). On the contrary, others observed that recorded lectures would make students perceive attendance as less indispensable (Traphagan, Kucsera, and Kishi 2010;Jensen 2011). Among the scholars that explored the flipped format, some detected an improvement in attendance (Chen et al. 2014;Elmaadaway 2017), while others observed a negative effect (Yamarick 2019). ...
The goal of this study is to evaluate the application of the flipped classroom (FC) format in the international studies curriculum. Previous research has examined the impact of the FC on students’ performance, operationalized by test scores, and demonstrated the utility of this technique in the learning process. Our research goes beyond student performance to evaluate the impact of the FC on student class attendance and the development of a set of soft skills, such as teamwork, critical thinking, self-efficacy, academic self-concept, and perception of learning. In our experiment, we compare an FC with a non-flipped class that combines traditional lecturing with other active learning techniques, such as presentations, teamwork activities, and problem-based debates. The study finds that the FC did not have a substantial impact on either students’ performance, attendance, or soft skills. The differences between the two groups were too small to corroborate any tendency in favor of one or the other format. For the most part, students performed in a similar way. This can suggest that the benefits of an FC format might be less when compared with other active learning techniques.
... The traditional flipped classroom approach is through multimedia learning content, like the video (Hwang et al., 2015). However, Jensen (2011) suggested that students are more likely distracted in taped learning outside the more structured classroom environment, undermining learners' attention and engagement during the flipped learning. Therefore, the success of flipped learning depends significantly on how the out-class learning activities can encourage students' engagement and exploration (Lo, 2018). ...
Chemistry education is challenging when many students cannot see the relevance and interest between what they learn at school and their everyday life outside the curriculum. Due to the prevalence of chemicals in real life, students lose interest in those not-so-novel Chemistry problems as they are satisfied with their rudimentary grasp of knowledge. Therefore, it is of paramount importance to draw students’ attention to those day-to-day Chemistry concepts, a task in which augmented reality (AR) can be a competent pedagogical facilitator. Despite its popularity due to the development of smart devices, educators are still averse to adopting AR in teaching because of the doubts about its pedagogical effectiveness and difficulties in implementation. This paper will demonstrate an AR app developed by City University of Hong Kong (CityU) for a year four undergraduate Chemistry course under two UGC’s project funds and CityU’s Teaching Development Grant that aligns with the university’s Discovery and Innovation-enriched Curriculum. The learning theories and technology stack of development and deployment will be shared in this paper. The consideration during preparation, production, and publishing will also be documented. A pilot survey about students’ perception of the AR showed positive feedback for the AR app in terms of enhancing awareness, learning, understanding, and engagement, which addresses the concerns of retaining students’ engagement during teaching and learning real-life Chemistry. We hope that educators who are interested in adopting AR can gain insights from this AR development experience. This research can act as a foundation for further exploration of applying AR in secondary and tertiary Chemistry education.
... Without such motivation and a certain prior level of knowledge, the flipped classroom would fail (Hao 2016). Research showed that students may find the video lectures less engaging and have difficulties in maintaining attention (Jensen 2011;Burke and Fedorek 2017) and, due to the extra workload, the flipped learning strategy is useful only for motivated students (Yang 2017). Moreover, students with higher motivation are more likely to achieve more with flipped learning (Chuang et al. 2018). ...
Flipped learning is considered an increasingly common strategy along with some drawbacks. Gamification has the significant potential to deal with the drawbacks. This study presents a systematic literature review on the use of gamification in flipped learning research. To demonstrate its effectiveness clearly, the only empirical research was covered related to this topic. The Web of Science, Scopus, Wiley Online Library, ERIC and Science Direct databases were surveyed and a total of twenty two articles were selected for the review. The findings reveal that adding game elements into a flipped classroom yields higher motivation, participation and better learning performance. Yet there is insufficient evidence to generalize the results. It is also found that the platforms, Moodle and Kahoot, are the most preferred platforms and points, badges and leaderboards are the most used game elements for gamification.
... This may be why fewer cohort 2 respondents enjoyed the flipped lecture (Table 2) as not all had experienced the full flipped teaching event. Accessing online material often mirrors attendance rates at live teaching sessions, so this could reflect a general decline in attendance patterns across a course (Jensen, 2011). The Year 2 students with prior experience of a flipped lecture (cohort 3) tended to view the online recording. ...
Lectures underpin most medical school curricula; however, due to their frequently didactic nature, their pedagogical efficacy and value are continually questioned. The “flipped” lecture is one approach with the potential to increase student collaboration and interactivity within the lecture theatre environment. Increasingly, medical teachers are introducing flipped lectures, reflecting the increasing use of active learning techniques and digital technologies across the higher education sector more generally. This intervention is seen as a solution to the problems of a traditional lecture, yet whether the use of flipped lectures in medical school programmes enhances learning for all students is not clear. This study investigates whether flipped lectures are perceived as a valuable learning resource by undergraduate medical students. By introducing a flipped lecture at two stages of the curriculum to three student cohorts, and determining students’ observations and perceptions of each experience, we discuss why a flipped lecture does not always meet the needs of the increasingly diverse range of students in medical education and propose exercising caution when considering the introduction of flipped lectures to undergraduate programmes.
... Although such lectures have increased the accessibility of learning, they are often viewed in distraction-prone settings (Hollis & Was, 2016) and commonly in the absence of an instructor that might be able to improve students' focus on lecture content. Many students also report that paying attention is more difficult, and rates of student engagement appear to drop more rapidly, when lectures are online as opposed to in-person Jensen, 2011;Kim et al., 2014;Timmons, 2020). All of these concerns heighten the urgency of finding solutions to address the problem of mind wandering during lectures. ...
General Audience Summary
Although video-recorded lectures have become increasingly prevalent at many levels of education, such lectures are often highly susceptible to the effects of mind wandering—that is, shifts in attention away from external stimulation towards unrelated thoughts. These shifts in attention are especially difficult to prevent in online settings. We investigated whether pretesting, or being tested on information before it is presented for learning, helps reduce the incidence of mind wandering during video lectures. Across two experiments, undergraduate students viewed a lecture that was accompanied by pretesting or a control algebra problem-solving activity. Pretesting occurred either between portions of the lecture or entirely before the lecture. Mind wandering was measured at multiple points throughout the lecture and learning was measured on a subsequent final test. In both experiments, pretesting—whether it occurred between parts of the lecture or entirely before it—resulted in significantly less mind wandering and better final test performance than the control activity. Overall, these findings have broad implications for online learning: Administering pretests before a video lecture, or during the lecture itself, can substantially benefit student learning.
... Although such lectures have increased the accessibility of learning, they are often viewed in distraction-prone settings (Hollis & Was, 2016) and commonly in the absence of an instructor that might be able to improve students' focus on lecture content. Many students also report that paying attention is more difficult, and rates of student engagement appear to drop more rapidly, when lectures are online as opposed to in-person (Guo, Kim, & Rubin, 2014;Jensen, 2011;Kim et al., 2014;Timmons, 2020). All of these concerns heighten the urgency of finding solutions to address the problem of mind wandering during lectures. ...
Although online lectures have become increasingly popular, their effectiveness at promoting learning can be attenuated by mind wandering (shifts in attention away from the task at-hand towards unrelated thoughts). We investigated whether taking tests on to-be-studied information, also known as pretesting, could mitigate this problem and promote learning. In two experiments, participants viewed a 26-min video-recorded online lecture that was paired with a pretest activity (answering questions about the lecture) or a control activity (solving algebra problems), and with multiple probes to measure attention. Taking pretests reduced mind wandering and improved performance on a subsequent final test compared to the control condition. This result occurred regardless of whether pretests were interspersed throughout the lecture (Experiment 1) or were administered at the very beginning of the lecture (Experiment 2). These findings demonstrate that online lectures can be proactively structured to reduce mind wandering and improve learning via the incorporation of pretests
... Some did not detect any specific relation between these types of teaching formats and attendance (Copley 2007;Von Konski, Ivins, and Gribble 2009;Larkin 2010). On the contrary, others observed that recorded lectures would make students perceive attendance as less indispensable (Traphagan, Kucsera, and Kishi 2010;Jensen 2011). Among the scholars that explored the flipped format, some detected an improvement in attendance (Chen et al. 2014;Elmaadaway 2017), while others observed a negative effect (Yamarick 2019). ...
The goal of this paper is to evaluate the application of the Flipped Classroom format on a Political Science class of “Regional Studies: Latin-America.” Most studies, both in Political Science and other fields, have explored the impact of the Flipped Classroom on students’ performance, usually operationalized in terms of the results in the exams. This is certainly useful as it provides valuable insights about the utility of the technique in the learning process. However, we also think that in order to better involve students in the learning process, it is not enough to focus on their performance. After exploring the impact of the technique on students’ academic performance, our study analyzes students’ perceptions in order to understand whether the Flipped Classroom can be a useful resource to stimulate their attendance to class and the development of a set of soft skills, such as personal efficiency, teamwork, self-concept, perception of one’s own learning, and critical thinking. Both attendance and soft skills can be useful indicators of how students engage with what they learn.
... Due to the small number of publications that have looked at instructor perceptions, there is not much formal evidence on the matter (Bond & Grussendorf, 2013), although anecdotal evidence would suggest that it is a widespread perception that the live and the recorded lecture should be the same. While the literature does not explicitly ask students about equivalence to the live session, research has shown that they prefer live lectures (Jensen, 2011) suggesting that they recognize recordings are not equivalent (although, as discussed, reinforcing the importance of attendance is still crucial). We strongly advise against basing pedagogical decisions on whether the lecture will be recorded, and it is worth reiterating that this is a viewpoint encapsulated in many existing lecture capture policies. ...
In this article, we provide practical recommendations to help promote self-regulated strategies for the use of lecture capture for both students and instructors. For students, we suggest that the importance of attendance and effective note-taking should be reinforced, as well as specifying how lecture capture can best be used as a catch-up or revision aid. For instructors, we highlight the need to provide guidance for students on how to learn and to adopt a context-dependent approach to lecture capture based on pedagogical considerations, rather than all-or-nothing. Regarding the issue of the relationship between lecture capture and attendance, we suggest the focus should move to a more nuanced discussion of why students fail to attend lectures and how they are using lecture capture. Finally, we discuss other concerns commonly raised by instructors related to lecture capture. Our student guidance is available for dissemination in infographic form at https://osf.io/esd2q/files/.
span lang="EN-US">Many systematic reviews have examined flipped learning models in various fields. However, there is little research on the use of the flipped learning model in mathematics education, which could help researchers and practitioners use and develop a model to implement mathematics learning processes. To fill this gap, this study aimed to analyze and synthesize current knowledge and practices in the implementation of flipped learning in mathematics education. Systematic literature review was adopted as the research method following an article selection and screening process using the preferred reporting items for systematic review and meta-analysis (PRISMA) protocol. Articles published from 2012 to 2021 in some reputable databases (Web of Science, Scopus, and ERIC) were reviewed, and 17 of 137 articles were included for detailed analysis and synthesis. The findings of this study showed that research in the implementation of the flipped learning model in mathematics education focused on documenting the affectivity of the implementation of the flipped learning model, developing learning processes, and sharing preliminary findings and student feedback. Future research is highly recommended to examine different aspects of flipped learning implementation, promote longitudinal data based on multi-year research for implementing flipped learning, and review various learning media to strengthen students’ understanding of mathematics.</span
As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course.
Since middle of March, 2020, all the academic institutions from KG to PG level in India have been shut down to prevent spread of infection of corona virus. As a corollary, both teachers and students have been going through a paradigm shift in platform of teaching-learning, i.e., from offline to online, from the old, chalk and talk model to one driven by technology. The central and the state governments have come forward with a cluster of e-learning initiatives during this juncture. In spite of creating governmental and institutional supports, substantial researches confirm that students and teachers have been facing wide-ranging challenges associated with online teaching-learning. In the near future, digital education is likely to be incorporated side by side face-to-face education. Against this backdrop, this paper intends to peep into the degree of preparedness in West Bengal and in India nationally towards online teaching-learning in higher education sector. It primarily aims to explore the daunting challenges of online education in higher education sector (UG and PG level) particularly in the Indian state of West Bengal through the lens of students and teachers with an objective of proposing an evidence-based set of future roadmaps.
Past research has debated whether learning outcomes are dependent on the format of instruction and its design. More specifically, most have compared video-based learning with the traditional lecture environment. Although both possess advantages and disadvantages, certain factors can influence whether the instruction is effective or not. Cognitive load theory posits that three types of load (extraneous, intrinsic, and germane) can affect learning through the design of instructional materials. If not properly designed, instruction can hinder performance. Moreover, the usability of such materials can influence cognitive load and students’ perception of the instruction. The present study examined if video-based and instructor-led online training showed differences in performance outcomes on website accessibility evaluation tasks. In addition, participants’ ratings of usability, enjoyability, perceived usefulness, and intention to use were subjectively measured and compared. Participants completed a training session online by watching a set of videos or a live instruction and were asked to complete quizzes and an accessibility evaluation task on a website for four checkpoints. Results showed that participants performed significantly better on easy tasks than on more difficult ones; however, the type of instruction did not appear to impact learning outcomes. Instead, both video and lecture-based training were equally effective in teaching participants how to conduct evaluations, especially when the material is considered to be easy. We concluded that instructional design alone might not be enough to aid students in learning more difficult subjects. Instructors must consider other potential factors that may influence how well a student understands the material in an online learning environment. Limitations and future directions are discussed.KeywordsInstructional videosCognitive loadTrainingOnline learning
Online learning is considered to be self-regulated learning, which means that the learner has to initiate, manage, and sustain the learning process. Past studies suggested that the use of integrated videos could lower the extraneous cognitive load of learners. However, it was not clear whether this benefit is produced from the closer spatial proximity between the two sources of information or the integration (rather than segmentation) of the two sources of information. The current study examined how spatial distance and integration of an instructor’s close-up video on PowerPoint slides reduce cognitive load when the material is low or high in terms of difficulty. Four conditions were formed by combining two levels of integration (high vs. low) and spatial proximity (high vs. low). Participants were randomly assigned to 1 out of the 4 conditions to watch one video of easy material and one video of difficult material in a counterbalanced order. Perceived mental effort and learning performance were measured for each condition. Results showed that there was a significant effect of task difficulty for both recall and transfer tests. Moreover, there was a two-way interaction with difficulty and spatial distance on the transfer test: When the material was difficult, participants performed poorer when the instructor was presented near the textual information than when she was presented further away. There was no effect of spatial distance when the material was easy. Future designers can consider customizing the online learning systems based on learners’ experience with the content and their familiarization with online technologies, as well as other factors to increase the motivationMotivation of the learners.
The current levels of enthusiasm for flipped learning are not commensurate with and far exceed the vast variability of scientific evidence in its favor. We examined 46 meta-analyses only to find remarkably different overall effects, raising the question about possible moderators and confounds, showing the need to control for the nature of the intervention. We then conducted a meta-analysis of 173 studies specifically coding the nature of the flipped implementation. In contrast to many claims, most in-class sessions are not modified based on the flipped implementation. Furthermore, it was flipping followed by a more traditional class and not active learning that was more effective. Drawing on related research, we proposed a more specific model for flipping, “Fail, Flip, Fix, and Feed” whereby students are asked to first engage in generating solutions to novel problems even if they fail to generate the correct solutions, before receiving instructions.
This study aimed to determine the relationship between the level of implementation of learning delivery modalities (LDMs) and School Readiness using 7s Model for its implementation in the City Schools Division, Province of Laguna. This study employs the descriptive method of research, specifically the descriptive correlation. It is intended to investigate the correlation between the variables. A stratified sampling method was utilized to select the respondents from the population of teachers and school heads. A survey questionnaire was the primary data gathering instrument of the study. Results of the study show that there is a significant relationship between the post-implementation of the three different distance learning delivery modalities to the 7S McKinsey organizational tools. The results entail that prior to the implementation of the different learning delivery modalities, the schools have provided professional development training that will improve and maximize the competencies and skills of the teachers. It means that the teachers at present were also equipped with the necessary skills needed to face the challenges brought by this pandemic. On the other hand, it also shows that there are teachers who observed that some of the assignments/tasks given to them are not appropriate in some other aspects. The school may provide a copy of teachers' job descriptions for them to be well-informed about their duties and responsibilities. The researcher recommended that the Division Office may conduct training that will further explain the process of utilizing 7S McKinsey Organizational Tools so that the school may enhance and maximize the use of this organizational tool to strengthen the implementation of the different learning delivery modalities. It was also suggested that the school heads, together with the teachers, may carefully plan and implement strategy that will give them ease in the implementation of LDM regardless of the size of the school.
An Examination of Exam Anxiety of University Students Who Have to Continue Education Online During Covid 19 Period in Terms of Various Variables
Although flipped classroom pedagogies have been widely touted for their ability to foster diverse 21st-century learning objectives, previous syntheses of flipped learning have focused almost exclusively on outcomes related to academic achievement. Using data from 317 studies, our research addresses this deficit by providing a comprehensive meta-analysis of the effects of flipped versus lecture-based learning on academic, intra-/interpersonal, and satisfaction-related outcomes in higher education. Overall, flipped classroom interventions produced positive gains across all three learning domains, and we found significant advantages of flipped over lecture-based instruction for seven out of eight outcomes (gs = 0.20–0.53). At the same time, there was substantial heterogeneity in flipped learning effects, and we identified several variables that influenced the relative efficacy of flipped versus traditional courses. Of the three types of moderators examined (contextual, design-based, and methodological), educational context (e.g., discipline, location) accounted for the most variability in flipped learning outcomes.
As online class offerings continue to proliferate and more students take at least one online class in college, more research is needed to explore factors that impact students’ perceptions of their online classes. Past research has found a positive relationship between students’ computer self-efficacy and their satisfaction with online learning, but little research has explored how learning management system and online learning self-efficacy relate to perceptions of satisfaction and perceived usefulness of online classes. In addition to confidence, students must also implement and apply their learning skills in an online environment; thus self-regulation and time management as well as past online learning experience are additional factors that have been shown to be related to satisfaction with and usefulness of online learning. This study explores how students’ confidence regarding their ability to use online learning platforms, utilize self-regulation strategies, and their confidence in their ability to learn in online classes predict both their satisfaction with and perceived usefulness of online classes. Multiple regression analyses revealed that students’ confidence to learn online was the strongest positive predictor of satisfaction and usefulness of online classes. The results indicate that exploring students’ purpose and reasons for taking online classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when assessing evaluations of online classes.
The flipped-classroom method is acquiring importance as a pedagogical technique to improve the learning performance of students. So far, most studies have examined the possible applications of the flipped-classroom method in the natural sciences realm, with most analyses certifying its positive impact. Its has been applied much less frequently in the social sciences realm, particularly in political science. Our project aims to generate data about active learning in political science by conducting an experiment in a class entitled “Regional Studies: Latin America.” Using quantitative analysis, we study academic performance in a flipped class, and through qualitative analysis, we explore student perceptions about the flipped classroom and other active-learning techniques.
A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 599 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and many applications perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction while for asynchronous applications they favored DE. However, significant heterogeneity remained in each subset. Three clusters of study features—research methodology, pedagogy, and media—entered into weighted multiple regression, revealed, in general, that methodology accounted for the most variation followed by pedagogy and media, suggesting that Clark's (1983, 1994) claims of the importance of pedagogy over media are essentially correct. We go on to suggest that researchers move beyond simple comparisons between DE and classroom instruction to more pressing and productive lines of inquiry that may contribute more to our knowledge of what works best in DE.
Abstract One of the most common uses of a course management system in the on-campus environment is to offer lecture resources to students. Few researchers have investigated how students use such resources. This study considers student use of lecture resources that offer a representation of the lecture presented (i.e. lecture outline, lecture summary, audio recording) and the relationship of the use of such resources to examination performance and attendance. The present research is argued to be an extension of research that investigated the benefits of providing students instructor notes conducted some 30 years ago. The Internet provides a practical way to apply some of these ideas and to collect data on the reaction of students to the opportunity to view lecture resources. Students made very little use of the audio recordings. We suggest audio recordings may be regarded by students as less efficient and less useful than text-based lecture summaries. The use of online lecture resources, lecture attendance, and examination performance were positively related. For one of three examinations, there was a significant negative interaction of note use and attendance in predicting examination performance providing some support for the hypothesis that students may be able to successfully compensate by viewing online lecture resources when unable to attend class. Because students in this study were not asked to explain their use of these resources, the present findings are regarded as speculative. However, given the interests of many practitioners in providing students lecture resources, the descriptive data and the relationships observed here encourage additional investigation.
Meta-analytic techniques were used to examine the effectiveness of Web-based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.
Since online learning technology, such as streaming video, was introduced to the college distance-learning environment, there has been a need to study the attitudes of college students toward the use of this modality in hybrid courses. Understanding students’ attitudes toward using online materials and the impact on class attendance is not only essential to ascertain how effectively the online content is delivered, it also helps teaching faculty prepare online courses and education programs. This paper studies the attitudes of college students’ about online materials in a hybrid upper division communications class. Student attitudes towards combining distance-learning techniques with traditional lecture tended to be positive. Students held the belief that hybrid courses have a negative impact on attendance, but they did not self-report an actual impact. Students do believe that they benefit from this technology, but the belief is strongest in those who are most computer/Internet literate. How these attitudes/beliefs impact the student in the context of a rural culture will be discussed.
Mixed or hybrid method has become an increasingly popular course delivery model in recent years, but research regarding the effect of mixed learning is limited because of its recent debut in the landscape of educational technology. This one-year exploratory study looked at 78 elementary teacher candidates' view of learning in four mixed courses that used Blackboard Learning Management System (LMS) to supplement as well as replace some portions of face-to-face instruction. Both quantitative and qualitative data were collected from surveys designed to measure students' satisfaction and perspectives of hybrid learning. Results suggested high level of satisfactions but also revealed several important issues and complexities involving hybrid course implementation.
We developed a hybrid course format (part online, part face-to-face) to deliver a high-enrollment, introductory environmental biology course to resident (living on or near campus), non-science majors at a large, public university. The hybrid course was structured to include bi-weekly online assignments and weekly meetings in the lecture hall focused on active-learning exercises. To evaluate the effectiveness of the web-based component of the hybrid course, we taught the hybrid course simultaneously with a traditional course in which we used passive lectures to cover material in the online assignments. Both courses received the same active-learning activities in class. Students in the hybrid course reported that the quality of interaction with the instructor was high, that they read the text more often and studied in groups more frequently. Performance on a post-course assessment test indicated that the hybrid course format was better or equivalent to the traditional course. Specifically, online assignments were equivalent to or better than passive lectures, and that active-learning exercises were more effective when coupled with online activities. Performance gains were greater for upperclassmen than for freshmen, indicating that hybrid course formats might be a superior option for upperclassmen when satisfying general science requirements.