Learner engagement with instructor-generated video

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-02-28 DOI:10.1111/bjet.13450

Aron Truss, Karen McBride, Hannah Porter, Valerie Anderson, Geraldine Stilwell, Christina Philippou, Andy Taggart

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引用次数: 0

Abstract

Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor-generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video-based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances.

Practitioner notes

What is already known about this topic

Higher education tutors are increasingly expected to generate video content as a feature of their course delivery.
Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear.
Video technology affordances rarely feature in academic professional development programmes leaving tutors ill-equipped to understand how and in what ways students engage with video resources as a part of their courses.

What this paper adds

A novel use of signalling theory to explain different patterns of learner engagement and disengagement.
Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process.
A new model to describe factors that affect student engagement with instructor-generated video.

Implications for practice and/or policy

Raise awareness for instructors about patterns of student engagement with video technology affordances that affect learning experience and outcomes.
Implement professional development programmes to equip instructors to design and generate video content that takes account of patterns of behavioural, cognitive and affective engagement and signals relevance, focus and utility.
Develop clear policies regarding technical features of video generation to avoid learner disengagement.

Abstract Image

查看原文本刊更多论文

学员参与教师制作的视频

有效的视频资源被认为能促进学习者的参与，但这种参与的程度尚不明确。本研究探讨了学习者对教师生成的视频的参与情况。它综合分析了定性和定量数据，为研究学习者在多大程度上以及如何参与课程中提供的视频资源奠定了基础。具体来说，研究了学习者参与视频的三个方面：行为、认知和情感。这项研究通过确定学习者对视频使用的独特控制模式，对教育技术研究做出了贡献。研究显示了认知和情感参与的复杂而微妙的特点。视频可以产生积极的效果，但对技术功能的不当使用会导致学习者脱离学习。这项研究对信号理论的使用做出了新的贡献，提出了作为视频生成的一个特征，作为认知参与的一个先决条件，教师在相关性、重点和实用性方面发出信号的重要性。本研究提出了一个研究和理论发展议程，将基于学生情境的视频学习定位为解释参与和脱离视频技术能力的基础。虽然有效的视频资源被认为能促进学习者的参与，但这种参与的程度尚不明确。学术专业发展计划中很少涉及视频技术的可负担性，这使得讲师无法了解学生如何以及以何种方式参与视频资源，并将其作为课程的一部分。本文的新意是利用信号理论来解释学习者参与和脱离的不同模式。学习者的能动性和控制力导致视频技术的可负担性与教师在视频制作过程中很少考虑的因素相匹配和 "灵活"。建立新模型，描述影响学生参与教师生成视频的因素。对实践和/或政策的影响提高教师对影响学习体验和结果的学生参与视频技术能力模式的认识。实施专业发展计划，使教师有能力设计和生成考虑到行为、认知和情感参与模式以及相关性、重点和实用性的视频内容。制定有关视频制作技术特点的明确政策，以避免学习者脱离学习。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.