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Friday, June 22, 2018

How Do Diverse Classes Fare with Video-Based Active Learning? | eLearningInside News

Henry Kronk, Writer/Editor at eLearning Inside News reports, "Classroom environments that use digital tools and active learning get a lot of attention these days. But discussion tends to lack nuance."
 
Photo: Hermes Rivera, Unsplash.

An educator might implement a new pedagogy and measure learning outcomes, grades, engagement, or some other ‘across-the-board’ metric. But how does video-based active learning work for students from different socioeconomic backgrounds? With different learning abilities? With different GPAs? A recent study by professors from California State University, Fullerton asks just that. Published in the June issue of the Online Learning Journal (put out by the Online Learning Consortium) the study is titled “Student-Produced Videos Can Enhance Engagement and Learning in the Online Environment.”

Researchers Denise Stanley and Yi Zhang conducted this study among 87 learners in two online sections of a managerial economics class. For the treatment group, they asked learners to prepare their own instructional video on how to solve a typical multiple choice exam question. They then uploaded this video to their LMS, and others were asked to comment on them. Students were subsequently surveyed based on their background, learning expectations, engagement, and performance throughout the course.

Video-Based Active Learning With Diverse Learners 
This example of video-based active learning asks students to go beyond mere comprehension or memorization. By creating a video used to teach others, they must master the subject first themselves.

“Our particular strategy represents an example of active learning and student peer provision of learner support and feedback, which could influence student success directly and/or indirectly through its contribution to student course engagement and satisfaction,” the authors write. “Yet it is a component that requires some technical skills, fluency in English, and comfort with public presentations. So analysis of student background characteristics and their possible interplay with the component can shed light on the observed actual learning outcomes.”

For student backgrounds, researchers looked at gender, GPA, race and culture, whether they received a Pell Grant, their mother’s education, and whether English is their first language.
In doing so, the researchers hoped to answer two research questions:
  1. Does the student-generated video component increase student engagement with the class and improve learning outcomes?
  2. 2. Are there any differences among groups of students with varied demographic backgrounds in terms of online education readiness, engagement in the online environment, and/or learning outcomes and satisfaction in online classes?
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Source: eLearningInside News


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