Improving Online Learning with Tutorial Dialogue Videos

在NSF的改善本科STEM教育：教育和人力资源（IUSE：EHR）计划的支持下，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旨在改善学生在线STEM课程学习的“教程对话视频”。在今天的在线课程中，视频是传递内容的主要媒介。然而，大多数视频是使用独白风格呈现的，例如由讲师提供的演示，连同相关联的视觉效果、动画和相关材料一起沿着。独白式的呈现方式导致学生被动地参与到正在说的内容中，并且比主动的方法更不有效。为了使在线课程超越被动学习经验，该项目将开发和实施对话视频格式沿着在线协作学习空间。这种格式将捕获教师（导师）和学生（被辅导者）之间的教程对话，这些对话不仅包含正确的信息，还包含被辅导者表达的错误信息。之前的研究表明，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龄人讨论对话视频的内容。 这种方法有可能被用于改善现有的在线课程，以及为开发新课程的努力提供信息。该项目涉及一项翻译研究，该研究基于PI实验室进行的十年实验室研究以及从之前NSF资助的课堂实施研究（NSF Award DUE-1504893）中吸取的经验教训。在这项新研究中，研究人员将在四个入门级大学STEM课程（包括普通物理学和普通生物学）中实施对话和独白视频，并将比较视频在促进学生学习方面的有效性。本研究运用互动-建构-主动-被动（Interactive-Constructive-Active-Passive，ICAP）理论，检验两个假设：（1）学生从对话视频中的学习效果超过从独白视频中的学习效果。(2)对话观察者的在线对话模式比独白观察者的在线对话模式更具“建设性”和“互动性”，这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（即在线对话和测试）来检验假设。该项目的第一年将专门用于制作对话视频和在线学习空间。在第二年和第三年，实施和研究活动的两次迭代将在多个学科的大学水平STEM课程中进行。实施和研究结果不仅将提供对调解对话视频的好处的因素的见解，而且还将为创建对话视频提供实用的指导方针，这将对学生在STEM领域的学习产生积极的影响。 NSF的IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF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.