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ERIC Number: EJ1205288
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
Investigating Undergraduate Mathematics Learners' Cognitive Engagement with Recorded Lecture Videos
Trenholm, S.; Hajek, B.; Robinson, C. L.; Chinnappan, M.; Albrecht, A.; Ashman, H.
International Journal of Mathematical Education in Science and Technology, v50 n1 p3-24 2019
The use of recorded lecture videos (RLVs) in mathematics instruction continues to advance. Prior research at the post-secondary level has indicated a tendency for RLV use in mathematics to be negatively correlated with academic performance, although it is unclear whether this is because regular users are generally weaker mathematics students "or" because RLV use is somehow depressing student learning. Through the lens of "cognitive engagement," a quasi-experimental pre- and post-test design study was conducted to investigate the latter possibility. Cognitive engagement was operationalized using the "Revised Two-Factor Study Process Questionnaire" (R-SPQ-2F), which measures learning approaches on two major scales: surface and deep. In two mathematics courses at two universities, in Australia and the UK, participants were administered the questionnaire near the course start and finish. Overall findings were similar in both contexts: a reduction in live lecture attendance coupled with a dependence on RLVs was associated with an increase in surface approaches to learning. This study has important implications for future pedagogical development and adds to the sense of urgency regarding research into best practices using RLVs in mathematics.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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: Australia; United Kingdom