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ERIC Number: EJ1220016
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: N/A
Teachers' Continuous vs. Intermittent Presence in Procedural Knowledge Instructional Videos
Yi, Tian; Yang, Xianzhong; Pi, Zhongling; Huang, Lei; Yang, Jiumin
Innovations in Education and Teaching International, v56 n4 p481-492 2019
Massive Open Online Courses (MOOCs) have become increasingly common in recent years. As the main component of MOOCs, instructional videos play a significant role in students' learning. This study builds on the extant research on multimedia learning by testing the impact of teachers' continuous vs. intermittent presence in procedural knowledge instructional videos. Students' outcomes were assessed in terms of achievement, learning satisfaction, social presence, and cognitive load. Using a quasi-experimental design, 120 Chinese undergraduate students from four undergraduate classes, were randomly assigned to one of two video conditions based on whether the instructor had a continuous or intermittent presence in an instructional video teaching procedural knowledge. A series of independent sample t tests revealed that a teacher's intermittent presentational approach improved learning achievement and satisfaction, and created less cognitive load relative to a continuous presentational approach. Results of this study can contribute to the design of procedural knowledge instructional videos.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A