How to Reflect More Effectively in Online Video Learning: Balancing Processes and Outcomes

Autor/inn/en	Liu, Zheyu; Yin, Hongbiao; Cui, Weijin; Xu, Boyu; Zhang, Mingchang
Titel	How to Reflect More Effectively in Online Video Learning: Balancing Processes and Outcomes
Quelle	In: British Journal of Educational Technology, 53 (2022) 1, S.114-129 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Zheyu) ORCID (Yin, Hongbiao) ORCID (Cui, Weijin) ORCID (Xu, Boyu) ORCID (Zhang, Mingchang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13155
Schlagwörter	Reflection; Electronic Learning; Video Technology; Learning Activities; Learning Processes; Outcomes of Education; Undergraduate Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lernaktivität; Learning process; Lernprozess; Lernleistung; Schulerfolg; Unterrichtserfolg
Abstract	Designing reflective activities for online video learning could enhance learning outcomes and, to some extent, influence learning processes (ie, attentional processes and emotional experiences). It is necessary to select different levels of reflective activities in online video learning according to learning processes and outcomes. This study examined to what extent different levels of reflection may affect the learning outcomes, and further explored the impact of reflection on learning processes. Participants, comprising 60 undergraduates, were randomly and equally assigned to two different groups: a reflection group and a critical reflection group, and each group member completed specific learning tasks. The results of the learning outcomes showed that critical reflection led to better transfer performance than reflection, but retention performance was the same in both conditions. Regarding process measures, eye-tracking data indicated that the embedding of critical reflection strategies facilitated learners' visual attention, and controlled the difficulty of processing. Meanwhile, physiological data showed that the learners' reflection was accompanied by stress, and there was no significant difference between the two levels of reflection. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01