Literaturnachweis - Detailanzeige
| Autor/inn/en | Cooper, Katelyn M.; Ding, Lu; Stephens, Michelle D.; Chi, Michelene T. H.; Brownell, Sara E. |
|---|---|
| Titel | A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student |
| Quelle | In: CBE - Life Sciences Education, 17 (2018) 2, Artikel 31 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-7913 |
| DOI | 10.1187/cbe.17-12-0288 |
| Schlagwörter | Video Technology; Physiology; Randomized Controlled Trials; Teacher Developed Materials; Assignments; Tutoring; Student Surveys; Preferences; Usability; Demography; Instructional Effectiveness; Barriers; Grade Point Average; College Students; Teaching Methods; Educational Technology; Intermode Differences; Statistical Analysis |
| Abstract | Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments. We compared videos featuring only an instructor (instructor-only videos) with videos featuring an instructor tutoring a student (instructor-tutee videos). We analyzed student survey responses and weekly physiology quiz scores and found that students preferred, enjoyed, and valued the instructor-only videos significantly more than the instructor-tutee videos. In contrast to prior literature, students with a grade point average (GPA) below the median (3.49) performed significantly better on physiology quizzes after watching instructor-only videos compared with instructor-tutee videos. Students with a GPA at or above the median performed equivalently on physiology quizzes after watching instructor-only or instructor-tutee videos. We present this study as an example of bringing cognitive science studies into the context of a real physiology classroom. (As Provided). |
| Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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