Short Instructional Videos for the TikTok Generation

Autor/inn/en	Ding, Ning; Xu, Xiaoyan; Lewis, Emily
Titel	Short Instructional Videos for the TikTok Generation
Quelle	In: Journal of Education for Business, 98 (2023) 4, S.175-185 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ding, Ning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2022.2103489
Schlagwörter	Educational Media; Video Technology; Age Groups; Statistics Education; Business Administration Education; Foreign Countries; Online Courses; Instructional Effectiveness; Multimedia Instruction; Mathematics Achievement; College Freshmen; English (Second Language); Second Language Learning; Academic Achievement; Netherlands + Suchen Sie Ihr Suchwort? Bildungsmittel; Unterrichtsmedien; Age grop; Altersgruppe; Ausland; Online course; Online-Kurs; Unterrichtserfolg; Multimediales Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Niederlande
Abstract	This quasi-experimental study examines the effect of short instruction videos on students' business statistics learning. Two hundred and thirty-one Dutch students attended 6-week online seminars on Business Statistics. One hundred and nineteen students were in an experimental group, and 112 in a control group. Students in the experimental group watched short instructional videos and studied online quizzes at their own pace. In the control group, students followed teachers' instructions throughout the seminars. It was found students watching short videos significantly outperformed those following teachers' virtual instruction. Short videos were especially useful for those who were good at math. The research sheds light on the design of hybrid learning, particularly for business statistics education at the university level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01