Abstract
Although much is known about the importance of video-based instruction for learning STEM online, how the instructor is presented in the video and how this impacts student reactions and learning remains largely under-explored, especially considering students’ backgrounds. Thus, we examined the relations between students’ backgrounds – specifically, comfort with technology and gender – and video presentation mode on learning from instructional STEM videos presented online. Using a mixed method design across two studies, we measured students’ accurate recall of STEM content, enjoyment, and attitude. Study 1 (n = 70) examined content from a computer programming course, and Study 2 (n = 60) replicated and expanded the first with content from a statistics course, and with additional videos and additional outcome measures. Results indicated that students’ comfort with technology was associated with learning outcomes, gender was sometimes associated with attitudes, but presentation mode did not impact outcomes. These studies have implications for course design, understanding and supporting student learning online, and future research.
Published Version
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