Abstract
Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.
Highlights
Flipped classrooms (FCs) are rapidly gaining popularity (Fredriksen 2020; Karabulut-Igu et al 2018; Turan and Akdag-Cimen 2020)
Because generally positive effects for FCs have been found (e.g., Akçayır and Akçayır 2018; Bond 2020; Strelan et al 2020), systematic research is being conducted on the main contributing factors
One design feature that is studied is quizzing in which a video-recorded lecture is complemented with questions to stimulate more active or deeper lecture processing (e.g., Christiansen et al 2017; Cummins et al 2016; Kovacs 2016)
Summary
Forty social science students from the University of Twente volunteered to participate in the study. Videos in the experimental condition ended with an automatically presented embedded question. Usefulness was defined as the degree to which a person generally believes that viewing recorded lectures enhances learning (compare Davis 1989). [This item repeated the second embedded question] (T5) What types of knowledge should be tested to prove that babies need to feel rather than view on a computer screen? Just like the embedded questions, the test items referred to important lecture content from each section of the overall video, and with each of the four parts mentioned in at least one item. The score for each item was converted to the percentage of possible points obtained, and the overall test score is the mean percentage for all items on the knowledge test
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
