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Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos
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 wi...
Autores principales: | , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6829069/ https://www.ncbi.nlm.nih.gov/pubmed/31675279 http://dx.doi.org/10.1187/cbe.18-08-0171 |
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author | Choe, Ronny C. Scuric, Zorica Eshkol, Ethan Cruser, Sean Arndt, Ava Cox, Robert Toma, Shannon P. Shapiro, Casey Levis-Fitzgerald, Marc Barnes, Greg Crosbie, Rachelle H. |
author_facet | Choe, Ronny C. Scuric, Zorica Eshkol, Ethan Cruser, Sean Arndt, Ava Cox, Robert Toma, Shannon P. Shapiro, Casey Levis-Fitzgerald, Marc Barnes, Greg Crosbie, Rachelle H. |
author_sort | Choe, Ronny C. |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-6829069 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-68290692019-12-01 Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos Choe, Ronny C. Scuric, Zorica Eshkol, Ethan Cruser, Sean Arndt, Ava Cox, Robert Toma, Shannon P. Shapiro, Casey Levis-Fitzgerald, Marc Barnes, Greg Crosbie, Rachelle H. CBE Life Sci Educ Article 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. American Society for Cell Biology 2019 /pmc/articles/PMC6829069/ /pubmed/31675279 http://dx.doi.org/10.1187/cbe.18-08-0171 Text en © 2019 R. C. Choe et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | Article Choe, Ronny C. Scuric, Zorica Eshkol, Ethan Cruser, Sean Arndt, Ava Cox, Robert Toma, Shannon P. Shapiro, Casey Levis-Fitzgerald, Marc Barnes, Greg Crosbie, Rachelle H. Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos |
title | Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos |
title_full | Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos |
title_fullStr | Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos |
title_full_unstemmed | Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos |
title_short | Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos |
title_sort | student satisfaction and learning outcomes in asynchronous online lecture videos |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6829069/ https://www.ncbi.nlm.nih.gov/pubmed/31675279 http://dx.doi.org/10.1187/cbe.18-08-0171 |
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