A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

Cooper, Katelyn M.; Ding, Li; Stephens, Michelle; Michelene, T. H.; Brownell, Sara E.

doi:10.1187/cbe.17-12-0288

Cited by 16 publications

(19 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A summary of which students were more likely to find asking and answering questions helpful and which students reported answering and asking questions most frequently are reported in Fig 5 . Despite literature suggesting that students may be confused by other students’ questions and answers [ 26 ] or exasperated by peers who contribute too much to whole-class discussion [ 5 ], we found that students overwhelmingly reported that other students asking and answering questions was helpful to them. Notably, compared to continuing generation college students, first-generation college students were more likely to report that they found other students asking questions in large-enrollment college science courses to be helpful.…”

Section: Discussioncontrasting

confidence: 92%

Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

et al. 2021

Self Cite

View full text Add to dashboard Cite

Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students’ perceptions of these practices, the extent to which students choose to engage in these practices, and what discourages students from participating. In this study, we surveyed 417 undergraduates at a research-intensive institution about their experiences asking and answering questions in large-enrollment college science courses. Specifically, students answered questions about to what extent they perceive voluntarily asking and answering questions in large-enrollment science courses is helpful to them and why. They also answered questions about to what extent they engage in asking and answering questions in large-enrollment college science courses and what factors could discourage them from participating. Using binary logistic regression, we examined whether there were differences among students of different demographic groups regarding their opinions about asking and answering questions. We found that overwhelmingly students reported that other students voluntarily asking and answering instructor questions is helpful to them. Notably, compared to continuing generation students, first-generation students were more likely to perceive other students asking questions to be helpful. Despite perceiving asking and answering questions to be helpful, over half of students reported that they never ask or answer questions in large-enrollment college science courses during a semester, and women were more likely than men to report never asking questions. We identified fear of negative evaluation, or students’ sense of dread associated with being unfavorably evaluated, as a primary factor influencing their decision to answer instructor questions. This work adds to a growing body of literature on student participation in large-enrollment college science courses and begins to uncover underlying factors influencing student participation.

show abstract

Section: Discussioncontrasting

confidence: 92%

Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Felicia and Antoinette’s shared opinion that it can be beneficial to hear science described by their classmates in different terms than the instructor uses is supported by previous research that shows that students recognize the benefit of learning science from other students who think more like novices and less like the expert instructor (Chi et al 2004; Cooper et al 2018b; Harper and Daane 1998). Further, studies have shown that peer instruction, or asking students to explain concepts to each other during class, improves student performance on formative assessments such as clicker questions (Crouch and Mazur 2001; Smith et al 2009).…”

Section: Resultsmentioning

confidence: 86%

The influence of active learning practices on student anxiety in large-enrollment college science classrooms

2018

Self Cite

View full text Add to dashboard Cite

BackgroundOver the past decade, the prevalence of anxiety has increased among college-aged students and college counseling centers have become increasingly concerned about the negative impact of anxiety on students. While college in general can be stressful, college science classrooms have the potential to be especially anxiety-inducing because of the sometimes chilly and competitive environment of the class. Further, college science courses are increasingly being transitioned from traditional lecture to active learning where students take an active role in their learning, often through participating in activities such as clicker questions and group work. There is emerging evidence that suggests active learning activities may cause students to feel anxious, but no studies have thoroughly explored why active learning activities in science courses may increase students’ anxiety. Further, no studies have explored whether active learning activities can reduce students’ anxiety. In this exploratory interview study of 52 students enrolled in large-enrollment active learning college science courses, we investigate how three active learning practices, clicker questions, group work, and cold call/random call, increase and decrease students’ anxiety.ResultsStudents reported that clicker questions and group work had the potential to both increase and decrease their anxiety. The way the active learning activity is implemented and the extent to which students perceive they benefit from the activity seems to influence the effect of the activity on students’ anxiety. Conversely, students reported that cold call and random call only increased their anxiety. From our interviews, we identified the fear of negative evaluation, or the sense of dread associated with being unfavorably evaluated while participating in a social situation, as the primary construct underlying students’ high levels of anxiety associated with speaking out in front of the whole class when they do not volunteer.ConclusionThis study illustrates that active learning can both increase and decrease students’ anxiety depending on the way active learning is implemented. We hope that this study encourages instructors to create more inclusive active learning science courses by implementing active learning in ways that minimize students’ anxiety.

show abstract

“…One such factor is whether a video is scripted or naturally occurring, such as a conversation between a tutor and their student in an office hour. Work by Cox et al (1999) and Cooper et al (2018) found null results in learning between unscripted monologue and dialogue videos. Cox et al (1999) speculated that the dialogue condition required participants to expend more cognitive resources than the monologue in order to parse both instructor and student's contributions.…”

Section: Vicarious Learning Monologue Vs Dialoguementioning

confidence: 98%

“…As a mediator, however, the dialogue may have held participants' interest more effectively than the monologue, and thus learning was not negatively impacted. Cooper et al (2018) added to these speculations, finding that a majority of participants, when presented with unscripted monologue and dialogue videos, reported a preference for monologue videos -common reasons given for this preference included the directness of monologue presentation, which contrasted the perceived confusing, disorganized, and misleading nature of the dialogue format. By comparison, participants who preferred the dialogue format focused only on the perceived advantages of the format, such as the inclusion of a student's perspective, the relatability of the tutee, and the tutoring environment of the dialogue (Cooper et al, 2018).…”

Section: Vicarious Learning Monologue Vs Dialoguementioning

confidence: 99%

“…What students prefer in instructional video formats, as demonstrated by the work of Berner and Adams (2004); Cooper et al (2018); Wilson et al (2018), is not necessarily reflected in learning outcomes. Nevertheless, the exploration of student preference and other subjective factors is important because when learning outcomes are equivalent, how much a student enjoys a presentation has the potential to contribute to increased self-motivated viewing and decreased attrition rates (Kizilcec et al, 2015).…”

Section: Vicarious Learning Monologue Vs Dialoguementioning

confidence: 99%

See 1 more Smart Citation

An Eye Tracking Comparison of Instructional Videos Showing a Monologue Versus a Dialogue: Impacts On Visual Attention, Learning, and Psychological Variables

Lee¹

View full text Add to dashboard Cite

The present study aimed to synthesize two disparate domains of instructional video research to investigate what impacts occurred from, on one hand, the visual presence of the speaker(s), and on the other hand, the format of a dialogue. Seventy-seven participants watched either a narrated control video without the instructor visible, a monologue video with the instructor visible, or a dialogue video between an instructor and student, both visible. To compare the conditions, we examined learning outcomes, visual attention, self-efficacy, mindset, cognitive load, social presence, and interest. Despite eye tracking data showing that participants in speaker-visible conditions spent significantly less time attending to the learning content, we found no conditional differences on measures of learning, social presence, cognitive load, selfefficacy, or mindset. These results suggest that neither speaker visual presence nor dialogue format affected learning or participants' perceptions of the videos.

show abstract

A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

Cited by 16 publications

References 43 publications

Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

The influence of active learning practices on student anxiety in large-enrollment college science classrooms

An Eye Tracking Comparison of Instructional Videos Showing a Monologue Versus a Dialogue: Impacts On Visual Attention, Learning, and Psychological Variables

Contact Info

Product

Resources

About