Two Sides of the Same Coin: Video Annotations and In-Video Questions for Active Learning

Autor/inn/en	Mirriahi, Negin; Jovanovic, Jelena; Lim, Lisa-Angelique; Lodge, Jason M.
Titel	Two Sides of the Same Coin: Video Annotations and In-Video Questions for Active Learning
Quelle	In: Educational Technology Research and Development, 69 (2021) 5, S.2571-2588 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mirriahi, Negin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10041-4
Schlagwörter	Video Technology; Documentation; Active Learning; Questioning Techniques; Multimedia Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Dokumentation; Aktives Lernen; Befragungstechnik; Fragetechnik; Multimediales Lernen; Unterrichtserfolg
Abstract	Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students' learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passive experience of watching an instructional video to a more active one by engaging students with learning strategies designed to promote self-regulated learning and improve content knowledge. This experimental study investigates the impact of in-video questions compared to video annotations on learning and self-efficacy in an experimental setting. Findings revealed that learners who annotated videos had higher self-efficacy than those who completed in-video questions likely due to the immediate feedback received from the in-video questions. The study further concluded that prior knowledge plays a critical role in selecting appropriate active learning strategies, suggesting that video annotations be considered when students have prior knowledge about a topic whereas in-video questions with immediate feedback be interspersed in videos when students do not have prior knowledge about a topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01