Using transparent whiteboards to boost learning from online STEM lectures
Using transparent whiteboards to boost learning from online STEM lectures
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DOI：
10.1016/j.compedu.2018.02.005
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发表时间：
2018-05
期刊：
影响因子：
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通讯作者：
A. Stull;Logan Fiorella;Morgan J. Gainer;R. Mayer
中科院分区：
文献类型：
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作者：
A. Stull;Logan Fiorella;Morgan J. Gainer;R. Mayer
需要进行研究，以了解如何最好地设计促进学习的在线视频。本研究探讨了使用透明白板的效果，它允许教师站在透明玻璃板后面，面对学生写和画，同时提供材料的并发解释。具体而言，透明白板课程的启示可能更好地遵循多媒体学习的设计原则，并与传统白板课程相比，促进社会机构，从而促进学习。在两个实验中，大学生观看了一个20分钟的有机化学视频讲座与教师使用传统的白板或透明白板。结果表明，学生谁观看透明白板课表现更好的即时后测（实验1和2）在解释空间图的配置和解释的关键概念。观看透明白板课程的学生也报告了他们对讲座体验的更积极评价。然而，实验2表明，从透明白板学习的好处并没有坚持延迟后测。总的来说，这项研究提供了第一个系统的调查使用透明白板在基于视频的教学效果。
Research is needed to understand how best to design online videos that foster learning. This study explored the effects of using transparent whiteboards, which allow the instructor to stand behind a transparent glass board and face the students to write and draw while providing a concurrent explanation of the material. Specifically, the affordances of transparent whiteboard lessons might better follow design principles of multimedia learning and foster social agency compared to conventional whiteboard lessons, thereby promoting learning. In two experiments, college students viewed a 20-min Organic Chemistry video lecture with the instructor using either a conventional whiteboard or a transparent whiteboard. Results indicated that students who viewed transparent whiteboard lessons performed better on immediate posttests (Experiment 1 and 2) at interpreting the configuration of spatial diagrams and at explaining key concepts. Students viewing transparent whiteboard lessons also reported more positive ratings of their lecture experience. However, Experiment 2 indicated that the benefits of learning from transparent whiteboards did not persist on a delayed posttest. Overall, this study provides the first systematic investigation of the effects of using transparent whiteboards in video-based instruction.