A Familiar Peer Improves Students' Behavior Patterns, Attention, and Performance When Learning from Video Lectures

Autor/inn/en	Pi, Zhongling; Zhang, Yi; Yu, Qiuchen; Yang, Jiumin
Titel	A Familiar Peer Improves Students' Behavior Patterns, Attention, and Performance When Learning from Video Lectures
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 47 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pi, Zhongling) ORCID (Zhang, Yi) ORCID (Yu, Qiuchen) ORCID (Yang, Jiumin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-023-00418-1
Schlagwörter	Students; Student Behavior; Behavior Patterns; Attention; Performance; Video Technology; Lecture Method; Peer Relationship; Familiarity; Student Improvement; Paired Associate Learning; Control Groups; Learning Motivation; Self Management; Independent Study + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Aufmerksamkeit; Achievement; Leistung; Peer-Beziehungen; Motivation for studies; Lernmotivation; Selbstmanagement; Selbststudium
Abstract	Synchronous online learning via technology has become a major trend in institutions of higher education, allowing students to learn from video lectures alongside their peers online. However, relatively little research has focused on the influence of these peers on students' learning during video lectures and even less on the effect of peer familiarity. The present study aimed to test the various effects of peer presence and peer familiarity on learning from video lectures. There were three experimental conditions: individual-learning, paired-learning with an unfamiliar peer, and paired-learning with a familiar peer. ANCOVA results found that students paired with a familiar peer reported higher motivation in learning and more self-monitoring behaviors than those paired with an unfamiliar peer or who learned alone. Furthermore, students paired with both unfamiliar or familiar peers demonstrated better learning transfer than those who learned alone. Together, these results confirm the benefits of and support learning alongside a familiar peer during video lectures. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01