Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos

被引：84

作者：

Choe, Ronny C. ^{[1
]}

Scuric, Zorica ^{[1
]}

Eshkol, Ethan ^{[1
]}

Cruser, Sean ^{[2
]}

Arndt, Ava ^{[7
]}

Cox, Robert ^{[3
]}

Toma, Shannon P. ^{[4
]}

Shapiro, Casey ^{[4
]}

Levis-Fitzgerald, Marc ^{[4
]}

Barnes, Greg ^{[7
]}

Crosbie, Rachelle H. ^{[1
,5
,6
]}

机构：

[1] Univ Calif Los Angeles, Dept Integrat Biol & Physiol, Los Angeles, CA 90095 USA

[2] Univ Calif Los Angeles, Off Instruct Dev, Los Angeles, CA 90095 USA

[3] Univ Calif Los Angeles, Enrollment Planning & Acad Performance Anal, Los Angeles, CA 90095 USA

[4] Univ Calif Los Angeles, Ctr Adv Teaching, Los Angeles, CA 90095 USA

[5] Univ Calif Los Angeles, David Geffen Sch Med, Dept Neurol, Los Angeles, CA 90095 USA

[6] Univ Calif Los Angeles, Mol Biol Inst, Los Angeles, CA 90095 USA

[7] Univ Calif Oakland, Off President, Oakland, CA 94607 USA

来源：

CBE-LIFE SCIENCES EDUCATION | 2019年 / 18卷 / 04期

关键词：

EDUCATION; TECHNOLOGY; DETERMINANTS; PERCEPTIONS; ENGAGEMENT;

D O I：

10.1187/cbe.18-08-0171

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, "coding online asynchronous lectures" (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer's multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.

引用

页数：14

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