Determining the impact of lecture videos on student outcomes

Abstract

The course materials students are expected to utilise in online instruction vary. Studies have shown that students tend to enjoy online courses with lecture videos more than those without, but few studies have measured the impact of lecture videos on student outcomes. Do lecture videos increase student understanding and retention, thus improving student outcomes? Students were provided with one or more study aids, video lecture, PowerPoint or instructor-created notes for learning about the role of the Electoral College in US presidential elections. We assessed student retention and understanding of the Electoral College with a quiz as an indicator of student outcomes. We found that the video lecture in combination with a PowerPoint was the most effective study aid.

Supporting the Instructional Videos With Chatbot and Peer Feedback Mechanisms in Online Learning: The Effects on Learning Performance and Intrinsic Motivation

“…Previous research has shown that videos are one of the potential and effective educational tools (El-Ariss et al, 2021; Robertson & Flowers, 2020). Video-based learning enhances the students’ engagement, learning performance, and motivation (Scagnoli et al, 2017) and encourages self-directed and autonomous learning (van der Meij & Dunkel, 2020).…”

Assessing the Online Teaching Readiness Competencies Among the College Faculty of Adventist Medical Center

“…Jayaratne and Moore (2017) revealed that creating instructional videos was very helpful and preferred instructional activities for the students to learn online. Also, Robertson and Flowers (2020) showed in their study that lecture or instructional video with PowerPoint was the most effective study aid for the students.…”

Does the talking head matter? The mediating effect of social connectedness and cognitive load on remote learning during a global pandemic.

“…One of the most popular methods of lecture adaptation for either fully remote or hybrid teaching has been providing prerecorded, narrated slides for students (Kizilcec et al, 2015; Robertson & Flowers, 2020). These lectures may also be accompanied by a Picture-in-Picture (PiP) video of the lecturer’s face in a corner of the screen (Baturay, 2015; Kizilcec et al, 2014).…”

“…Since the introduction of MOOCs in 2008 (Stevens, 2013), there has been an increase in research on online teaching. Many studies in this area have focused on best practices for presenting content on a learning management system (e.g., Dumford & Miller, 2018; Keengwe & Kidd, 2010; Sclater, 2008), and more recently, research has spotlighted the effects of recorded lecture delivery on student engagement and learning (e.g., Chen & Wu, 2015; De Rosa, 2021; Guo et al, 2014; Robertson & Flowers, 2020). Examinations of the different types of online multimedia learning and e-learning have identified key principles for maximizing user engagement (Chiu, 2022; Guo et al, 2014; Gutentag et al, 2022; Kokoç et al, 2020; Pi et al, 2017).…”