Cargando…

Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures

Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by...

Descripción completa

Detalles Bibliográficos
Autores principales: Pi, Zhongling, Liu, Caixia, Meng, Qian, Yang, Jiumin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734581/
https://www.ncbi.nlm.nih.gov/pubmed/36531307
http://dx.doi.org/10.1186/s41239-022-00363-5
_version_ 1784846608237592576
author Pi, Zhongling
Liu, Caixia
Meng, Qian
Yang, Jiumin
author_facet Pi, Zhongling
Liu, Caixia
Meng, Qian
Yang, Jiumin
author_sort Pi, Zhongling
collection PubMed
description Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners’ mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation.
format Online
Article
Text
id pubmed-9734581
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Springer International Publishing
record_format MEDLINE/PubMed
spelling pubmed-97345812022-12-12 Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures Pi, Zhongling Liu, Caixia Meng, Qian Yang, Jiumin Int J Educ Technol High Educ Research Article Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners’ mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation. Springer International Publishing 2022-12-08 2022 /pmc/articles/PMC9734581/ /pubmed/36531307 http://dx.doi.org/10.1186/s41239-022-00363-5 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Research Article
Pi, Zhongling
Liu, Caixia
Meng, Qian
Yang, Jiumin
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
title Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
title_full Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
title_fullStr Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
title_full_unstemmed Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
title_short Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
title_sort co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734581/
https://www.ncbi.nlm.nih.gov/pubmed/36531307
http://dx.doi.org/10.1186/s41239-022-00363-5
work_keys_str_mv AT pizhongling colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures
AT liucaixia colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures
AT mengqian colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures
AT yangjiumin colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures