Unveiling the pedagogical advantage of tutoring‐style videos in an authentic biology class.
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| Title: | Unveiling the pedagogical advantage of tutoring‐style videos in an authentic biology class. |
|---|---|
| Authors: | Ding, Lu1, Yoon, Meehyun2 myoon@cbnu.ac.kr, Kim, Dongho3 dkim3@skku.edu |
| Source: | Journal of Computer Assisted Learning. Jun2024, Vol. 40 Issue 3, p946-959. 14p. |
| Subjects: | Research funding, Undergraduates, Questionnaires, Biology, Teaching methods, Reflection (Philosophy), Descriptive statistics, Experience, Students, Surveys, Academic achievement, Student attitudes, Learning strategies, Video recording |
| Geographic Terms: | Midwest (U.S.) |
| Abstract: | Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 177193462 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Unveiling the pedagogical advantage of tutoring‐style videos in an authentic biology class. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ding%2C+Lu%22">Ding, Lu</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Yoon%2C+Meehyun%22">Yoon, Meehyun</searchLink><relatesTo>2</relatesTo><i> myoon@cbnu.ac.kr</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Dongho%22">Kim, Dongho</searchLink><relatesTo>3</relatesTo><i> dkim3@skku.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Computer+Assisted+Learning%22">Journal of Computer Assisted Learning</searchLink>. Jun2024, Vol. 40 Issue 3, p946-959. 14p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Midwest+%28U%2ES%2E%29%22">Midwest (U.S.)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/jcal.12930 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 946 Subjects: – SubjectFull: Research funding Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Biology Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Reflection (Philosophy) Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Experience Type: general – SubjectFull: Students Type: general – SubjectFull: Surveys Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Video recording Type: general – SubjectFull: Midwest (U.S.) Type: general Titles: – TitleFull: Unveiling the pedagogical advantage of tutoring‐style videos in an authentic biology class. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ding, Lu – PersonEntity: Name: NameFull: Yoon, Meehyun – PersonEntity: Name: NameFull: Kim, Dongho IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 02664909 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Journal of Computer Assisted Learning Type: main |
| ResultId | 1 |
