When the Book Is Better than the Movie: How Contrasting Video Cases Influence Text Learning

Autor/inn/en	Beitzel, Brian D.; Derry, Sharon J.
Titel	When the Book Is Better than the Movie: How Contrasting Video Cases Influence Text Learning
Quelle	In: Journal of Educational Computing Research, 40 (2009) 3, S.337-355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Undergraduate Students; Instructional Design; Reading Materials; Internet; Learning Processes; Hypothesis Testing; Case Method (Teaching Technique); Recall (Psychology); Education Courses; Cognitive Science; Preservice Teacher Education; Experiments; Instructional Effectiveness; Educational Technology; Computer Assisted Instruction; Electronic Learning; Video Technology; Web Based Instruction; Protocol Materials + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Hypothesenprüfung; Hypothesentest; Case method; Fallmethode; Abberufung; Fortbildungskurs; Kognitionswissenschaft; Lehramtsstudiengang; Lehrerausbildung; Erprobung; Unterrichtserfolg; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Web Based Training; Unterrichtsprotokoll
Abstract	Video usage in educational contexts is on the rise. We examined 3 alternative theories about cognitive mechanisms of learning and their implications for instructional design when video is employed to enhance text-based learning. Hypothesis-testing procedures followed a falsificationist approach, grounded in philosophy of science literature. Undergraduate students acquired learning-science concepts through web-based activities that involved studying reading material. Participants contrasted video cases "before" reading in one experimental condition, and "after" reading in another. Participants in a control condition read the same texts but saw no video cases. Recall results after a 2-day delay favored the instructional design in which video cases were contrasted "after" reading a text, consistent with a schema-elaboration hypothesis. (Contains 1 table and 2 footnotes.) (As Provided).
Anmerkungen	Baywood Publishing Company, Inc. 26 Austin Avenue, P.O. Box 337, Amityville, NY 11701. Tel: 800-638-7819; Tel: 631-691-1270; Fax: 631-691-1770; e-mail: info@baywood.com; Web site: http://baywood.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10