Student Perspectives on the Use of Interactive Video Lectures in Online Classes

As enrollment in online courses continues to rise, examining quality student engagement opportunities in online settings is important for their success and well-being. The current study sought to understand students’ perspectives on using interactive video lectures in fully online classes. Surveys were collected from 161 undergraduate students across two psychology and two family studies and human development online courses. All four courses used online video lectures with embedded questions and pauses to allow time for answering. The survey results report students felt the embedded questions supported their understanding of the content and kept them engaged. Students explicitly reported paying more attention to the videos because there were questions to answer. Students also appreciated the immediate feedback they received, particularly from multiple-choice questions, and felt it helped solidify what they needed to further study. Implications for future practice and research are included.

[1]  Leilani Madrigal,et al.  “I hate it, it’s ruining my life”: College students’ early academic year experiences during the COVID-19 pandemic. , 2021, Traumatology.

[2]  D. Bolliger,et al.  Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. , 2018 .

[3]  T. Beckman,et al.  Use of the pause procedure in continuing medical education: A randomized controlled intervention study , 2017, Medical teacher.

[4]  Koh Noi Keng,et al.  Does It Work? , 1977, British Journal of Psychiatry.

[5]  Nathaniel J. Hunsu,et al.  A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect , 2016, Comput. Educ..

[6]  Leopoldo Forner,et al.  Student evaluation of clickers in a dental pathology course , 2015, Journal of clinical and experimental dentistry.

[7]  Richa Ghay Thaman,et al.  Effective use of pause procedure to enhance student engagement and learning. , 2014, Journal of clinical and diagnostic research : JCDR.

[8]  Phillip L. Ackerman,et al.  What else do college students "do" while studying? An investigation of multitasking , 2014, Comput. Educ..

[9]  Amy M. Shapiro,et al.  A Controlled Study of Clicker-Assisted Memory Enhancement in College Classrooms , 2012 .

[10]  K. Fitzpatrick,et al.  Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum. , 2011, Advances in physiology education.

[11]  Bjørn H. K. Wolter,et al.  Students' Perceptions of Using Personal Response Systems ("Clickers") with Cases in Science , 2011 .

[12]  M. Milner-Bolotin,et al.  Clickers beyond the First-Year Science Classroom. , 2010 .

[13]  Ava G Porter,et al.  Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students. , 2010, The Journal of nursing education.

[14]  Marc W. Patry,et al.  Clickers in Large Classes: From Student Perceptions towards an Understanding of Best Practices. , 2009 .

[15]  Arianne M. Dantas,et al.  Promoting student-centered active learning in lectures with a personal response system. , 2009, Advances in physiology education.

[16]  Robert M. Gonyea,et al.  Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence , 2008 .

[17]  Robert S. Feldman,et al.  Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes , 2007 .

[18]  Cheryl A. Moredich,et al.  Engaging Students Through the Use of Classroom Response Systems , 2007, Nurse educator.

[19]  J. Arbaugh,et al.  A Structural Equation Model of Predictors for Effective Online Learning , 2005 .

[20]  Jeffrey T Johnson,et al.  Creating learner-centered classrooms: use of an audience response system in pediatric dentistry education. , 2005, Journal of dental education.

[21]  Matti Uhari,et al.  Experiences of using an interactive audience response system in lectures , 2003, BMC medical education.

[22]  A. Strauss,et al.  Grounded theory , 2017 .

[23]  Charles A. Hughes,et al.  Using the Pause Procedure to Enhance Lecture Recall , 1987 .

[24]  Alastair R. Beresford,et al.  Investigating Engagement with In-Video Quiz Questions in a Programming Course , 2016, IEEE Transactions on Learning Technologies.

[25]  A. W. Bates,et al.  Chapter 9: Choosing and using media in education: the SECTIONS model , 2015 .

[26]  Kathleen Koenig,et al.  Building Acceptance for Pedagogical Reform through Wide-Scale Implementation of Clickers. , 2010 .

[27]  Vicki Trowler.  Student engagement literature review , 2010 .

[28]  Kevin C. Almeroth,et al.  Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes , 2009 .

[29]  Laura K Molgaard,et al.  Using a wireless response system to enhance student learning. , 2005, Journal of veterinary medical education.

[30]  S. Parlee,et al.  This Work Is Licensed under a Creative Commons Attribution-noncommercial 4.0 International License , 2022 .