Improving Online Learning with Tutorial Dialogue Videos

在美国国家科学基金会“改善本科STEM教育：教育与人力资源”（IUSE: EHR）项目的支持下，该项目旨在通过提高在线学习环境的价值来服务于国家利益。具体而言，该项目将开发和实施“教程对话视频”，旨在改善学生在在线STEM课程中的学习。在今天的在线课程中，视频是传递内容的主要媒介。然而，大多数视频都是用独白的方式呈现的，比如讲师的演讲，以及相关的视觉效果、动画和相关材料。独白式的演讲形式会导致学生被动地参与到所讲的内容中，对学习的影响不如主动的方法有效。为了使在线课程超越被动学习体验，该项目将开发和实施对话视频格式以及在线协作学习空间。这种格式将捕获教师（导师）和学生（学生）之间的教程对话，这些对话不仅包含正确的信息，还包含挣扎的学生表达的错误信息。先前的研究表明，这种对话视频比独白视频更能促进深度学习。在线协作学习空间将允许学生与同伴讨论对话视频的内容。这种方法有潜力用于改进现有的在线课程，并为开发新课程提供信息。该项目包括一项翻译研究，该研究基于在PI实验室进行的十年实验室研究，以及从先前NSF资助的课堂实施研究（NSF Award du -1504893）中吸取的教训。在这项新研究中，研究人员将在四门入门级大学STEM课程（包括普通物理和普通生物学）中实施对话和独白视频，并比较视频在促进学生学习方面的效果。本项目采用互动-建构-主动-被动（ICAP）参与理论，将检验两个假设：(1)学生从对话视频中学到的知识超过了从独白视频中学到的知识。(2)对话观察者的在线对话模式比独白观察者更具有“建设性”和“互动性”，说明对话的学习效益。将使用分层随机抽样技术，并使用学习结果测量（即前测试和后测试）和过程/产品测量（即在线对话和工作表）来检验假设。项目的第一年将致力于开发对话视频和在线学习空间。在第二年和第三年，将在多学科的大学水平STEM课程中进行两次实施和研究活动。实施和研究结果不仅将提供对调解对话视频益处的因素的见解，而且还将为创建对话视频提供实用指南，这些对话视频将对学生在STEM领域的学习产生积极影响。国家科学基金会的IUSE: EHR项目支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施，例如本项目提出的活动。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

With support from NSF's Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program, this project aims to serve the national interest by enhancing the value of online learning environments. Specifically, the project will develop and implement "tutorial dialogue videos" designed to improve students' learning in online STEM courses. In online classes today, videos are a major medium for the delivery of content. However, most of the videos are presented using a monologue style, such as a presentation delivered by an instructor, along with associated visuals, animations, and related materials. The monologue presentation format leads students to passively engage with what is being said and is less effective for learnito impng than active approaches. To move online courses beyond passive learning experiences, this project will develop and implement a dialogue video format along with an online collaborative learning space. This format will capture tutorial dialogues between an instructor (tutor) and a student (tutee) that contain not only correct information but also misinformation expressed by a struggling tutee. Prior research has shown that such dialogue videos promote deeper learning than monologue videos. The online collaborative learning space will allow students to discuss with peers the content of the dialogue videos. This approach has the potential to be used for improving existing online courses, as well as to inform efforts to develop new courses.The project involves a translation study based on a decade of laboratory studies conducted in the PI's laboratory as well as the lessons learned from a prior NSF-funded classroom implementation study (NSF Award DUE-1504893). In the new study, the investigators will implement both dialogue and monologue videos in four introductory-level college STEM classes (including General Physics and General Biology) and will compare the effectiveness of the videos in promoting student learning. Using the Interactive-Constructive-Active-Passive (ICAP) theory of engagement, this project will test two hypotheses: (1) Students' learning from the dialogue videos exceeds their learning from the monologue videos. (2) Online dialogue patterns of dialogue observers are more "Constructive" and "Interactive" than those of monologue observers, accounting for the learning benefits of dialogues. A stratified randomized sampling technique will be used, and learning outcome measures (i.e. pre- and post-tests) and process/product measures (i.e. online dialogues and worksheets) will be used to test the hypotheses. The first year of the project will be devoted to the development of the dialogue videos and the online learning space. During the second and third years, two iterations of the implementations and the research activities will take place in college-level STEM courses in multiple disciplines. The implementations and the research findings will not only provide insights into factors that mediate the benefit of dialogue videos but also yield practical guidelines for creating dialogue videos that will have a positive impact on students' learning in STEM fields. NSF's IUSE: EHR program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools, such as the activities proposed by this project.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.