Teachers' Continuous vs. Intermittent Presence in Procedural Knowledge Instructional Videos

Autor/inn/en	Yi, Tian; Yang, Xianzhong; Pi, Zhongling; Huang, Lei; Yang, Jiumin
Titel	Teachers' Continuous vs. Intermittent Presence in Procedural Knowledge Instructional Videos
Quelle	In: Innovations in Education and Teaching International, 56 (2019) 4, S.481-492 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2018.1470020
Schlagwörter	Video Technology; Instructional Films; Online Courses; Multimedia Instruction; Outcomes of Education; Academic Achievement; Student Satisfaction; Cognitive Processes; Difficulty Level; Interpersonal Relationship; Undergraduate Students; Foreign Countries; Instructional Design; Teacher Effectiveness; China + Suchen Sie Ihr Suchwort? Lehrfilm; Online course; Online-Kurs; Multimediales Lernen; Lernleistung; Schulerfolg; Schulleistung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Massive Open Online Courses (MOOCs) have become increasingly common in recent years. As the main component of MOOCs, instructional videos play a significant role in students' learning. This study builds on the extant research on multimedia learning by testing the impact of teachers' continuous vs. intermittent presence in procedural knowledge instructional videos. Students' outcomes were assessed in terms of achievement, learning satisfaction, social presence, and cognitive load. Using a quasi-experimental design, 120 Chinese undergraduate students from four undergraduate classes, were randomly assigned to one of two video conditions based on whether the instructor had a continuous or intermittent presence in an instructional video teaching procedural knowledge. A series of independent sample t tests revealed that a teacher's intermittent presentational approach improved learning achievement and satisfaction, and created less cognitive load relative to a continuous presentational approach. Results of this study can contribute to the design of procedural knowledge instructional videos. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01