Effects of embedded questions in recorded lectures
Effects of embedded questions in recorded lectures
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DOI：
10.1007/s12528-020-09263-x
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发表时间：
2020-09
影响因子：
5.6
通讯作者：
Hans van der Meij;Linn Bӧckmann
中科院分区：
文献类型：
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作者：
Hans van der Meij;Linn Bӧckmann
在线视频讲座已经成为学生学习的一种越来越重要的手段(例如，在翻转的教室里)。然而，让学生充分理解这些讲座，以便为上课做好充分准备，这对教育工作者来说是一个挑战。本文研究了开放式嵌入问题实现这一目标的有效性。一项实验比较了一段在线演讲的视频，其中有没有这样的问题。对于对这些问题的回应，没有给出任何反馈。大学生(N= 40)观看了讲座，回答了关于自我效能感和可用性的问卷，并完成了知识测试。用户日志显示，学生们对嵌入问题讲座的参与度明显更高。然而，参与度与知识测试结果无关。在自我效能感、有用性、易用性和满意度方面给予了一致的高评价。嵌入问题条件下的平均测试分数显著更高。研究结果表明，开放式、无反馈的嵌入问题可以提高在线视频讲座作为学习资源的有效性。
Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N= 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.