Can Prompts Improve Self-Explaining an Online Video Lecture? Yes, but Do Not Disturb!

Autor/inn/en	Hefter, Markus H.; Kubik, Veit; Berthold, Kirsten
Titel	Can Prompts Improve Self-Explaining an Online Video Lecture? Yes, but Do Not Disturb!
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 15 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hefter, Markus H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-023-00383-9
Schlagwörter	Foreign Countries; College Students; Preservice Teachers; Video Technology; Lecture Method; Electronic Learning; Academic Achievement; Instruction; Prompting; Germany + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schulleistung; Teaching process; Unterrichtsprozess; Benutzerführung; Deutschland
Abstract	In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures. Whereas researchers in fact recommend implementing prompts to ensure students process those video lectures sufficiently, open questions about the types of prompts and role of students' engagement remain. We thus conducted an online field experiment with teacher students at a German university (N = 124; 73 female, 49 male). According to the randomly assigned experimental conditions, the online video lecture on topic "Cognitive Apprenticeship" was supplemented by (A) notes prompts (n = 31), (B) principle-based self-explanation prompts (n = 36), (C) elaboration-based self-explanation prompts (n = 29), and (D) both principle- and elaboration-based self-explanation prompts (n = 28). We found that the lecture fostered learning outcomes about its content regardless of the type of prompt. The type of prompt did induce different types of self-explanations, but had no significant effect on learning outcomes. What indeed positively and significantly affected learning outcomes were the students' self-explanation quality and their persistence (i.e., actual participation in a delayed posttest). Finally, the self-reported number of perceived interruptions negatively affected learning outcomes. Our findings thus provide ecologically valid empirical support for how fruitful it is for students to engage themselves in self-explaining and to avoid interruptions when learning from asynchronous online video lectures. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01