Other
Pacing online learning: The impact of video segmentation on conceptual development
2023
Overview
Abstract
Many online learning environments use prerecorded video lectures as a primary mode for disseminating learning content. Despite the commonality of this lecture-based video format, it is not clear to what degree video length and the incorporation of active learning elements influence learner success. We investigated the efficacy of segmenting pre-recorded lecture videos and interspersing elements of active learning in an asynchronous online introductory biology course at Oregon State University. In our experiment, biology students were exposed to three “lecture styles”: 1) a single long-form lecture video with formative topical questions at the lecture’s conclusion, 2) a single long-form lecture video with formative topical questions interspersed throughout the lecture, and 3) a series of shorterform lecture video segments (i.e., “chunked” versions of the long-form lecture) that had formative topical questions at each video’s conclusion. We gauged student performance by assessing exam scores and learning gains on evidence-based Concept Inventory questions. Our findings indicate that all video-lecture styles allowed students to improve their knowledge of biology concepts and none were significantly better than another. These results suggest that students are able to effectively learn regardless of the online video lecture approach.
Many online learning environments use prerecorded video lectures as a primary mode for disseminating learning content. Despite the commonality of this lecture-based video format, it is not clear to what degree video length and the incorporation of active learning elements influence learner success. We investigated the efficacy of segmenting pre-recorded lecture videos and interspersing elements of active learning in an asynchronous online introductory biology course at Oregon State University. In our experiment, biology students were exposed to three “lecture styles”: 1) a single long-form lecture video with formative topical questions at the lecture’s conclusion, 2) a single long-form lecture video with formative topical questions interspersed throughout the lecture, and 3) a series of shorterform lecture video segments (i.e., “chunked” versions of the long-form lecture) that had formative topical questions at each video’s conclusion. We gauged student performance by assessing exam scores and learning gains on evidence-based Concept Inventory questions. Our findings indicate that all video-lecture styles allowed students to improve their knowledge of biology concepts and none were significantly better than another. These results suggest that students are able to effectively learn regardless of the online video lecture approach.