Student-Produced Videos Can Enhance Engagement and Learning in the Online Environment

Autor/inn/en	Stanley, Denise; Zhang, Yi
Titel	Student-Produced Videos Can Enhance Engagement and Learning in the Online Environment
Quelle	In: Online Learning, 22 (2018) 2, S.5-26 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Online Courses; Video Technology; Educational Technology; Technology Uses in Education; College Students; Peer Teaching; Cooperative Learning; Student Characteristics; Language Proficiency; English Language Learners; Grade Point Average; Scores; Tests; Student Surveys; Student Attitudes; Student Behavior; Likert Scales; Pretests Posttests; Mixed Methods Research; Randomized Controlled Trials; Readiness; Technological Literacy; Gender Differences; Parent Background; Educational Attainment; Mothers; Grants + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Language skill; Language skills; Sprachkompetenz; Examination; Prüfung; Examen; Schülerbefragung; Schülerverhalten; Student behaviour; Likert-Skala; Technisches Wissen; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter; Grant; Finanzielle Beihilfe
Abstract	Student engagement in online learning remains a challenge for the design of effective coursework. Additionally, few analyses have focused on student-produced activities in the online mode or upon how such class activity affects student subgroups differently. We conducted a randomized design experiment with student video production at a large public university. Student background and behavior factors were measured in two online surveys, which were combined with course assessment data. Because of the small sample size, we observed few significant differences in learning outcomes across the experimental treatment and control sections, except with regard to a value-added measure. We suggest that student learning was likely most concentrated on concepts around which students produced the videos. And when students were divided by incoming language proficiency, non-native English speakers had higher perceived learning; but when grouped by incoming GPA, those with higher previous grades actually achieved higher test scores and pass rates. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01