Calcium Disorders

Conigrave, Arthur D.; Oostwaard, Marsha M. van

doi:10.1007/978-3-319-99817-6_51

Cited by 1 publication

(1 citation statement)

References 8 publications

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“…We conducted multilevel meta-analyses (Moeyaert et al, 2017), nesting effect sizes within studies, using the metasem package (Cheung, 2014) and msemtools (Conigrave, 2019) in R (R Core Team, 2020). For each analysis, we assessed heterogeneity using I 2 at Level 2 and Level 3 (within and between studies, respectively), which indicates the percentage of variance that is unlikely to be merely an artifact of sampling error (Higgins et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

Video Improves Learning in Higher Education: A Systematic Review

Noetel

Griffith

Voss‐Fels

et al. 2021

Review of Educational Research

165

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Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.

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