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Well-designed instructional videos are powerful tools for helping students learn and prompting students to use generative strategies while learning from videos further bolsters their effectiveness. However, little is known about how individual differences in motivational factors, such as achievement goals, relate to how students learn within multimedia environments that include instructional videos and generative strategies. Therefore, in this study, we explored how achievement goals predicted undergraduate students’ behaviors when learning with instructional videos that required students to answer practice questions between videos, as well as how those activities predicted subsequent unit exam performance one week later. Additionally, we tested the best measurement models for modeling achievement goals between traditional confirmatory factor analysis and bifactor confirmatory factor analysis. The bifactor model fit our data best and was used for all subsequent analyses. Results indicated that stronger mastery goal endorsement predicted performance on the practice questions in the multimedia learning environment, which in turn positively predicted unit exam performance. In addition, students’ time spent watching videos positively predicted practice question performance. Taken together, this research emphasizes the availing role of adaptive motivations, like mastery goals, in learning from instructional videos that prompt the use of generative learning strategies. 相似文献
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Online instructional anatomy videos: Student usage,self‐efficacy,and performance in upper limb regional anatomy assessment 
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下载免费PDF全文 Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high‐risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self‐efficacy. This study investigated whether student self‐efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self‐efficacy and/or learning. Anatomy self‐efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self‐efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self‐evaluation may be more appropriate. Anat Sci Educ 11: 461–470. © 2017 American Association of Anatomists. 相似文献
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AbstractThe blending of entertainment and education is often used as a mechanism for communicating science to the general public. Key to dissemination of scientific information is cognitive engagement of the audience with the content. The authors describe a study investigating the relationship between entertaining videos and cognitive engagement of the viewer on a topic associated with climate change. Two identical videos discussing the science of climate change were created, with one video containing additional content that was entertaining and based on popular cultural references. Viewers completed an online survey (n?=?472) and the data demonstrated that there was no direct link between presentation of the climate change information in an entertaining video and an individual’s level of cognitive engagement with the content. Further, that an indirect link was identified so that perceived entertainment increased cognitive engagement. These findings may be useful for communicators of environmental issues, especially with consideration of the development of the field of edutainment. 相似文献
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Di Zou 《Interactive Learning Environments》2019,27(8):1127-1142
ABSTRACTJust-in-time teaching and peer instruction are two student-centred approaches that have been widely employed in various science subjects but seldom in language classrooms. This research proposed a flipped learning model through technology-enhanced just-in-time teaching and peer instruction and investigated the effectiveness of this model in promoting English learning. Two groups of upper intermediate EFL learners participated in the study and learned in two different flipped learning modes, one with the newly proposed approach and the other with the conventional flipped learning approach. The results showed that the proposed model outperformed the conventional model in promoting the development of students’ writing skills, motivation, and tendency of critical thinking. The use of an assessment-centred tool (e.g. EDpuzzle) for interactive videos and cloud-based tools for real-time collaboration (e.g. Padlet and Google Docs) assisted in creating scaffolded learning experience, sharing culture, and opportunities of peer instruction for students in the flipped classroom with Just-in-time teaching and peer instruction. Such results implied that our flipped learning model is very conducive to language learning, and it is advised to be employed more widely in various language learning classes. 相似文献
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The Broadnet Project produced on‐line interactive multimedia training modules in order to support local small and medium sized (SME) businesses. Two of these modules used videos which were incorporated into the modules and were designed to stream over the Broadnet network. These videos were produced by several different contributors to the project. This report examines the producers’ views and SME trainees’ perceptions of the effectiveness of the videos as training material. Findings suggests that it is the interactive nature of the videos with the clips and questions, and the use of narrative incorporating the information which these trainees found most useful for learning. 相似文献
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Sarah J. Greene 《Anatomical sciences education》2020,13(1):48-58
Dissection videos are commonly utilized in gross anatomy courses; however, the actual usage of such videos, as well as the academic impact of student use of these videos, is largely unknown. Understanding how dissection videos impact learning is important in making curricular decisions. In this study, 22 dissection videos were created to review structures identified in laboratory sessions throughout the Organ Systems 1 (OS1), 2 (OS2), and 3 (OS3) courses. Dissection videos were provided to 201 first-year medical students, and viewing data were recorded. Demographic data for age and gender identity were also collected from students. Overall, there was a significant decrease in total views (P = 0.001), the number of students who pressed play (P < 0.001), and the number of students who viewed ≥ 90% of the total length of videos (P < 0.001) from OS1 to OS3. The total adjusted time spent viewing videos was not significantly different between individual OS courses. There were some instances where significant differences existed in examination performance between those who did and did not view videos, and by time spent viewing videos. There were no significant differences in time spent viewing videos by gender. Together these data suggest that students may utilize dissection videos more at the beginning of a dissection course, although they remain an important resource throughout the year for a subset of students. 相似文献
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目前网络课程教学视频存在画面、声音、后期制作费时等问题．在了解Wirecast直播软件的基础上．利用Wirecast软件的相关功能和简单配置,对教学视频前期准备工作、中期的拍摄过程以及后期制作等进行全面优化．提高网络课程教学视频的质量,从而提高学习者网络学习效率。 相似文献
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Lee Yen-Mei Jahnke Isa Austin Linda 《Educational technology research and development : ETR & D》2021,69(2):885-915
Mobile microlearning platforms have increased over the years. Literature shows that platforms use specific instructions or media, such as videos or multiformat materials (e.g., text, audio, quizzes, hands-on exercises). However, few studies investigate whether or how specific design principles used on these platforms contribute to learning efficacy. A mobile microlearning course for journalism education was developed using the design principles and instructional flow reported in literature. The goal of this formative research was to study the mobile microcourse’s learning efficacy, defined as effectiveness, efficiency, and appeal. Learners’ knowledge before and after the mobile microcourse was analyzed using semistructured questionnaires as well as pretests and posttests to measure differences. The results indicate that learners of this mobile microcourse had an increase in knowledge, more certainty in decisions about practical applications, and an increase in confidence in performing skills. However, automated feedback, timed gamified exercises, and interactive real-world content indicate room for improvement to enhance effective learning.
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This article describes a qualitative study into student teachers’ learning processes through changes in their interactive cognitions. First, theoretical propositions about the relation between learning to teach, professional development, and practical knowledge are defined. Next, the procedure to grasp interactive cognitions as part of practical knowledge is explained. On three moments during teaching practise, students were video-recorded while teaching and then audio-taped during a stimulated recall interview. Changes in students’ interactive cognitions are understood as indicators for learning and professional development. The results show substantial differences between students. The significance of the findings for teacher education research is illustrated. 相似文献
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Numerous studies were conducted to investigate how recipients are affected by the miscellaneous characters in multimedia. However, there is a lack of research concerning the connection between parasocial processes and learning performances. This study aims to investigate the influence of addressing (as a social encounter of parasocial interaction) on learning performance in an educational video. Addressing was operationalized by manipulating proximity (near vs. far) and orientation (frontal, vs. lateral) of a presented lecturer. We conducted an experiment with 88 participants who were randomly assigned to one of the four experimental groups. Results revealed a large significant orientation effect for retention performance with higher learning outcomes for frontal orientation. Proximity did not significantly influence learning outcomes. Results were interpreted suggesting perceived parasocial interaction which was enhanced in the frontal condition. Parasocial interaction might lead to deeper cognitive processing and affective states which are beneficial for learning. The findings of this study show that learning is fostered by personae in educational learning environments by giving learners the impression to be addressed directly through eye contact. 相似文献
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马志强 《现代远程教育研究》2013,(2):31-37
问题解决在线学习活动强调将学习活动置于有意义的问题情境中,通过个人或小组协作的方式来解决问题。问题解决的过程与批判性思维的发展密不可分,批判性思维是问题解决学习活动中重要的认知加工过程。Newman等学者提出的批判性思维模型详细界定了批判性思维的发展层级及其表现,可用于量化分析在线学习活动中的交互文本内容,而话语分析技术可以从质性角度确保交互文本分析的完整意义。通过设计案例并运用这两种分析工具可以揭示出问题解决学习活动中批判性思维发展的特征：一是批判性思维各层级出现的频率是不一样的,各种表现的量化比例可以表明批判性思维发展的层级;二是批判性思维质量与构建问题空间及形成问题解决策略的效果密切相关;三是在问题解决的不同阶段批判性思维发展的过程和互动结构不同。 相似文献
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ABSTRACTEducators have indicated that a good flipped learning design has the potential to enable teachers to use the class time effectively for conducting higher-order thinking activities and enhancing the interactions among peers and teachers. Several previous studies have also pointed out the importance of employing proper learning strategies, such that students’ learning performance would meet the expectations of both the pre- and in-class activities of flipped learning. In this study, an interactive problem-posing guiding strategy was proposed to guide students to understand the concepts of problem-posing by the use of multiple choice options before class, and to engage them in effective problem-posing activities during class. To examine the effectiveness of the proposed learning mode, a flipped learning system was developed and an experiment was conducted in a natural science learning activity in an elementary school. The participants were two classes of fifth graders of an elementary school, a total of 56 students, with one class as the experimental group and the other as the control group. The students in the experimental group adopted the interactive problem-posing guiding strategy in the flipped learning mode, while the control group used the conventional flipped learning mode. The experimental results confirmed that the flipped learning activity with the interactive problem-posing guiding strategy was more effective in terms of learning achievement, self-efficacy, and deep approaches to learning science in the natural science course than the conventional flipped learning method. It also confirmed the importance of integrating the stepwise learning strategy (e.g. guided problem-posing and collaborative problem-posing) into flipped learning to support students’ pre- and in-class learning. 相似文献
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语言教师如今广泛运用戏剧活动来促进学生的语言学习。学生使用目的语制作视频或短片，实现了语言学习与艺术、流行文化的有效结合。戏剧活动亦有助于为学生创设真实语言学习情境，即真实世界成为教育体验的组成部分，学生使用真实语言。 相似文献
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Barbara A. Hotelling 《The Journal of perinatal education》2012,21(3):189-192
There are enough worthwhile videos available today so that a Lamaze Certified Childbirth Educator could literally teach an entire class series using only videos and feedback discussion. In this column, the author explores considerations in choosing videos for adult learners in Lamaze birth classes. Some things to consider when using videos should be the adult learner’s attention span, whether the video increases fear of birth or empowers the learner, and if the video is appropriate for the culture of the class participants. Finally, the author provides a list of some of the many wonderful videos available to Lamaze birth educators. 相似文献
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教育信息化的快速发展对技术支持的学习环境提出了更高的要求。学习管理系统集教学、学习与管理功能于一身,为辅助教师开展教学活动,以及实现教学交互提供了有力的技术支持。通过对国际和国内使用较为广泛的Blackboard、Moodle和Sakai三款学习管理系统在社会性交互方面的比较发现,三款学习管理系统在支持学习者与教师间的交互方面主要体现在通知、日程、作业、成绩簿、内置邮件、投票、测验等模块,在支持学习者与学习者间的交互方面主要体现在聊天室、讨论区、Wiki、内置邮件等模块。三款学习管理系统在细节设置上各有特色：Sakai的通知和日历功能最为强大,Moodle和Sakai支持在线协作编辑;Moodle在论坛模块的用户界面呈现良好、使用便捷;Blackboard能够方便地支持用户角色设置。因此,教师在选择学习管理系统时,应充分挖掘各类系统的特色功能,综合运用多种交互工具,整合各种教学系统,使之能更好地促进远程学习者的有效交互和有效学习。 相似文献
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AbstractThe vast number of online educational videos available at the moment has generated an emerging area of research concerning their level of suitability. This study considers the epistemic quality of educational videos on mathematics, focusing on the specific content of directly proportional distributions. A qualitative study is used, based on the application of theoretical and methodological tools from the onto-semiotic approach to knowledge and mathematics instruction, principally the notion of epistemic suitability and the identification of algebraic levels. The sample consists of the 31 most popular videos in Spanish on YouTube? on directly proportional distributions. Analysis reveals interesting results on these kinds of resources. In general, it is observed that they are weak in epistemic suitability, which does not seem to affect their level of popularity. Moreover, the existence of videos with inaccurate arguments or incorrect procedures, together with the diversity of algebraic levels used, indicates that teachers should be careful when selecting them and only recommend those that better suit their students’ needs. 相似文献
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Elif Taslibeyaz Onur Burak Dursun Selcuk Karaman 《Interactive Learning Environments》2017,25(8):1025-1034
This study aimed to compare the effects of interactive and non-interactive videos concerning the autism spectrum disorder on medical students’ achievement. It also evaluated the relation between the interactive videos’ interactivity and the students’ decision-making process. It used multiple methods, including quantitative and qualitative methods. The participants were 60 medical students, divided into two groups. One group watched an interactive video while the other watched a non-interactive video. Pre- and post-tests were used to evaluate the students’ relevant achievements in each group. Moreover, a think-aloud protocol was used to evaluate the decision-making process of the group who watched the interactive video. The pre- and post-test results indicated an increase in the achievements of students in the tested groups. Students who watched the interactive video were found to be more successful. Finally, watching interactive videos was shown to positively affect medical students’ decision-making process. 相似文献