ERIC Number: EJ1182531
Record Type: Journal
Publication Date: 2018-Jun
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-7913
EISSN: N/A
A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student
Cooper, Katelyn M.; Ding, Lu; Stephens, Michelle D.; Chi, Michelene T. H.; Brownell, Sara E.
CBE - Life Sciences Education, v17 n2 Article 31 Jun 2018
Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments. We compared videos featuring only an instructor (instructor-only videos) with videos featuring an instructor tutoring a student (instructor-tutee videos). We analyzed student survey responses and weekly physiology quiz scores and found that students preferred, enjoyed, and valued the instructor-only videos significantly more than the instructor-tutee videos. In contrast to prior literature, students with a grade point average (GPA) below the median (3.49) performed significantly better on physiology quizzes after watching instructor-only videos compared with instructor-tutee videos. Students with a GPA at or above the median performed equivalently on physiology quizzes after watching instructor-only or instructor-tutee videos. We present this study as an example of bringing cognitive science studies into the context of a real physiology classroom.
Descriptors: Video Technology, Physiology, Randomized Controlled Trials, Teacher Developed Materials, Assignments, Tutoring, Student Surveys, Preferences, Usability, Demography, Instructional Effectiveness, Barriers, Grade Point Average, College Students, Teaching Methods, Educational Technology, Intermode Differences, Statistical Analysis
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1504893