ERIC Number: EJ722486
Record Type: Journal
Publication Date: 2005
The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses
Choi, Hee Jun; Johnson, Scott D.
American Journal of Distance Education, v19 n4 p215-227 2005
The purpose of this study was to investigate the potential of a constructivist approach to context-based video instruction for enhancing learning. To achieve this purpose, the authors examined whether video-based instruction that was developed using constructivist theory can affect student learning (i.e., comprehension and retention) and motivation (i.e., attention, relevance, confidence, and satisfaction) by comparing learners' perceptions of both video-based instruction and traditional text-based instruction in an online context-based lesson. There was a significant difference in learners' motivation in terms of attention between the video-based instruction and traditional text-based instruction. In addition, the learners reported that the video-based instruction was more memorable than the traditional text-based instruction. This study implies that context-based videos in online courses have the potential to enhance learners' retention and motivation.
Descriptors: Student Motivation, Online Courses, Constructivism (Learning), Instructional Effectiveness, Learning Strategies, Conventional Instruction, Teaching Methods, Context Effect, Videotape Recordings, Student Attitudes
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A