Bite-sized and peer-assisted video-based learning in statistics education: benefits on attainment, attitudes and preferences of university students

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Technology Enhanced Learning Pub Date : 2023-01-01 DOI:10.1504/ijtel.2023.10054330

J. L. Davies, R. Nicolson, E. Spiridon, L. Kaye, Angel J. Y. Tan, T. Karaminis

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引用次数: 0

Abstract

The use and acceptance of online learning have increased following the COVID-19 pandemic. This mixed-methods study examined learners' preferences and performance in online learning interactions in relation to two factors: 'bite-sized' learning and 'presenter status' in instructional videos. University students (N = 18) without a mathematical background utilised bite-sized online learning episodes focusing on statistics. Each episode included a 10-minute instructional video followed by an assessment. The videos implemented three alternative 'presenter-status' conditions: lecturer, student-imitating-lecturer or student-peer-tutor. Individual students completed three episodes, one from each presenter-status condition (counterbalanced). Participants presented high performance in the post-episode assessments, irrespective of presenter status. Students also reported remarkably positive views towards bite-sized learning in user-satisfaction questionnaires. Finally, qualitative analysis of open-ended responses and interviews uncovered three main themes: positive learning experiences, divergent attitudes towards video-based learning, and differential preferences for presenter status. These findings have clear implications for teaching and learning in higher education.

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统计教育中基于视频的小型同伴辅助学习:对大学生成就、态度和偏好的益处

在2019冠状病毒病大流行之后，在线学习的使用和接受程度有所提高。这项混合方法的研究考察了学习者在在线学习互动中的偏好和表现与两个因素的关系:“一口大小”的学习和教学视频中的“演示者状态”。没有数学背景的大学生(N = 18)使用了专注于统计学的小型在线学习剧集。每集包括一个10分钟的教学视频，然后是一个评估。这些视频采用了三种可供选择的“演示者身份”条件:讲师、学生模仿讲师或学生同伴导师。每个学生完成三集，每一集来自主持人状态(平衡)。参与者在事件后评估中表现优异，无论演讲者的状态如何。在用户满意度调查问卷中，学生也对“一口咬定”式学习表现出了非常积极的看法。最后，对开放式回答和访谈的定性分析揭示了三个主要主题:积极的学习经历，对视频学习的不同态度，以及对演讲者身份的不同偏好。这些发现对高等教育的教与学有着明确的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Technology Enhanced Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.70%

发文量

期刊介绍： IJTEL focuses on promoting and disseminating research in e-learning and distance education worldwide. It encourages multidisciplinary research in online learning/teaching, technology-enabled design and deployment of academic programmes, teaching projects and initiatives, emerging technologies and applications, blended online and face-to-face teaching modes, materials and pedagogy. IJTEL aims: to provide holistic, multidisciplinary discussion on technology-enhanced learning research; to promote international collaboration and the exchange of ideas/know-how on technology-enhanced learning; and to investigate strategies on how technology-enhanced learning can promote sustainable development. Topics covered include: -Technology enhanced learning (TEL) domain -Key issues: effective strategies, learning models/theories -ICT deployment in education: policy, integration, extensibility, interoperability -Pedagogical theories/models, constructivist approaches -Collaborative/context aware/personalised approaches -Communities of learners -Web 2.0, semantic web -Adaptive/personalised hypermedia, metadata/content standards -Free/open source software, ubiquitous/pervasive/grid technologies -Intelligent agents, learning management systems, emerging technologies -TEL practices in different educational/learning contexts -Surveys of TEL adoption in education -TEL tools/emerging technologies, new generation TEL -Government policies for TEL promotion -Challenges, future of TEL, roadmaps for the future