Lecture Videos in Online Courses: A Follow-Up

Autor/inn/en	Evans, Heather K.; Cordova, Victoria
Titel	Lecture Videos in Online Courses: A Follow-Up
Quelle	In: Journal of Political Science Education, 11 (2015) 4, S.472-482 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2015.1069198
Schlagwörter	Lecture Method; Video Technology; Online Courses; Electronic Learning; Followup Studies; Semester System; Student Attitudes; Satisfaction; Conventional Instruction; Distance Education; Comparative Analysis; Tests; Scores; Experimental Groups; Control Groups; Introductory Courses; United States Government (Course); Grade Point Average; Academic Achievement; Statistical Analysis; Learning Processes; Outcomes of Education; Large Group Instruction; Visual Aids; Teaching Methods; College Students; Student Surveys + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Follow-up studies; Kontaktstudium; Semester; Semesterferien; Schülerverhalten; Zufriedenheit; Distance study; Distance learning; Fernunterricht; Examination; Prüfung; Examen; Einführungskurs; Schulleistung; Statistische Analyse; Learning process; Lernprozess; Lernleistung; Schulerfolg; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Schülerbefragung
Abstract	In a recent study regarding online lecture videos, Evans (2014) shows that lecture videos are not superior to still slides. Using two Introduction to American Government courses, taught in a 4-week summer session, she shows that students in a non-video course had higher satisfaction with the course and instructor and performed better on exams than those in a course with lecture videos. In this follow-up study, we examine whether the same findings hold over a longer, more traditional semester with more students. Like Evans (2014), we find that in a longer semester, students in a non-video course reported higher satisfaction, but, unlike Evans (2014), students in the video section did better on exams. The implications of these findings for Massive Open Online Courses (MOOCs) are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01