Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness

Zhang, Dongsong; Zhou, Lina; Briggs, Robert O.; Nunamaker, Jay F.

doi:10.1016/j.im.2005.01.004

Cited by 943 publications

(651 citation statements)

References 37 publications

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“…These studies recommend providing a form of learner control over the online sources-resources being utilized. Gao and Lehman (2003), Zhang (2005), Zhang et al (2006), and Dinov et al (2008); present data that supports the hypothesis that instructor-directed conditions (expository learning) have less control over learning than the conditions in which learners have direct control (may it be interactive or active learning within the conceptual framework); direct control of learners tend to produce greater gains in learning. Two other studies did not succeed in finding a similar effect (Smith, 2006;Cook et al, 2007).…”

Section: Type Of Learning Experiencesupporting

confidence: 77%

“…A number of studies investigated the effects of multimedia elements, simulations and manipulatives within online environments (McKethan et al, 2003;Schmeeckle, 2003;Maag, 2004;Schroeder, 2006;Zhang et al, 2006;Schnitman, 2007;Schutt, 2007;Tantrarungroj, 2008). These studies discovered two important aspects regarding multi-media components within an OLE: (1) Incorporating media components alone is not sufficient by itself to enhance instruction and positively influence learning while they contribute to knowledge retention and (2) how these media components are integrated does play a key role in student learning, e.g.…”

Section: Use Of Multimedia Elements Simulations and Manipulativesmentioning

confidence: 99%

“…However, the experimental group scored significantly higher on a knowledge retention test conducted after four weeks of the intervention which showed that the added media contributed to the retention of knowledge. Zhang et al (2006) proposed that how a medium is utilized is far more important than just having access to it. For instance, the researchers discovered that video enhances learning when the learner possesses the capability to interact with it, i.e.…”

Section: Use Of Multimedia Elements Simulations and Manipulativesmentioning

confidence: 99%

“…when they are interactive. (McKethan et al, 2003;Schmeeckle, 2003;Maag, 2004;Schroeder, 2006;Zhang et al, 2006;Schnitman, 2007;Schutt, 2007;Tantrarungroj, 2008). Media components incorporated to an OLE should predominantly be interactive.…”

Section: Use Of Multimedia Elements Simulations and Manipulativesmentioning

confidence: 99%

“…Zhang (2005) and Zhang et al (2006), present two studies that distinguished between active learning versus expository learning, these two studies found outcomes that favored active learning. To generate the two situations Zhang (2005) controlled the performance within a web based course.…”

Section: Type Of Learning Experiencementioning

confidence: 99%

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Desirable Characteristics of an Ideal Online Learning Environment

Meylani¹,

Bitter²,

Legacy³

2015

JESR

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show abstract

Section: Type Of Learning Experiencesupporting

confidence: 77%

Section: Use Of Multimedia Elements Simulations and Manipulativesmentioning

confidence: 99%

Section: Use Of Multimedia Elements Simulations and Manipulativesmentioning

confidence: 99%

Section: Use Of Multimedia Elements Simulations and Manipulativesmentioning

confidence: 99%

Section: Type Of Learning Experiencementioning

confidence: 99%

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Desirable Characteristics of an Ideal Online Learning Environment

Meylani¹,

Bitter²,

Legacy³

2015

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Technology in the Classroom

Ryan,

Bell,

Simons

et al. 2023

Educational Principles and Practice in Veterinary Medicine

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Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate‐ and Long‐term Knowledge Gain

Jordan

Missaghi

Douglass

et al. 2020

AEM Education and Training

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Objectives: Active learning techniques help with motivation, involvement, and retention during didactics. There are few studies comparing different active learning methods, and these have yielded mixed results. The objective of this study was to compare the effect of two active learning methods-small-group discussion and audience response system (ARS)-on immediate-and long-term knowledge gain.Methods: This was a prospective experimental study of emergency medicine (EM) subinterns and residents.Participants were randomized into two groups, and baseline knowledge was assessed with a multiple-choice pretest. Didactic sessions on salicylate toxicity and ocular trauma were given to both groups utilizing either smallgroup discussion or ARS. A crossover design was utilized to ensure that both groups received instruction by each method. A multiple-choice posttest was administered following the didactics and again 2 months later. Preand posttests were identical. All test items were written by an academic faculty member with advanced training in medical education and item writing and were based on the goals and objectives of the session. Test items were piloted with a reference group of learners. Didactic instructors were blinded to test items. Data were analyzed using a linear mixed-effects model.Results: Thirty-eight subinterns and residents participated in the study. Both instructional methods showed immediate-and long-term knowledge gain. The linear mixed-effects model did not demonstrate any significant difference between instructional methods on immediate knowledge gain (mean difference = 0.18, p = 0.62, 95% confidence interval [CI] = À0.52 to 0.88) or long-term knowledge gain (mean difference = À0.42, p = 0.36, 95% CI = À1.32 to 0.47). Conclusion:In this small study, there was no significant difference between instructional methods on immediate-and long-term knowledge gain in EM subinterns and residents.

show abstract

Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness

Cited by 943 publications

References 37 publications

Desirable Characteristics of an Ideal Online Learning Environment

Desirable Characteristics of an Ideal Online Learning Environment

Technology in the Classroom

Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate‐ and Long‐term Knowledge Gain

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