View in EDS HTML Full Text PDF Full Text

Teachers' continuous vs. intermittent presence in procedural knowledge instructional videos.

Saved in:
Bibliographic Details
Title: Teachers' continuous vs. intermittent presence in procedural knowledge instructional videos.
Authors: Yi, Tian1, Huang, Lei1, Yang, Jiumin1, Yang, Xianzhong2, Pi, Zhongling3
Source: Innovations in Education & Teaching International. Aug2019, Vol. 56 Issue 4, p481-492. 12p. 3 Color Photographs, 1 Black and White Photograph, 1 Chart.
Subject Terms: *Instructional films, *Massive open online courses, *Learning, *Undergraduates, *Higher education
Geographic Terms: China
Abstract: Massive Open Online Courses (MOOCs) have become increasingly common in recent years. As the main component of MOOCs, instructional videos play a significant role in students' learning. This study builds on the extant research on multimedia learning by testing the impact of teachers' continuous vs. intermittent presence in procedural knowledge instructional videos. Students' outcomes were assessed in terms of achievement, learning satisfaction, social presence, and cognitive load. Using a quasi-experimental design, 120 Chinese undergraduate students from four undergraduate classes, were randomly assigned to one of two video conditions based on whether the instructor had a continuous or intermittent presence in an instructional video teaching procedural knowledge. A series of independent sample t tests revealed that a teacher's intermittent presentational approach improved learning achievement and satisfaction, and created less cognitive load relative to a continuous presentational approach. Results of this study can contribute to the design of procedural knowledge instructional videos. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd 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: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 137109193
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' continuous vs. intermittent presence in procedural knowledge instructional videos.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yi%2C+Tian%22">Yi, Tian</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Huang%2C+Lei%22">Huang, Lei</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Yang%2C+Jiumin%22">Yang, Jiumin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Yang%2C+Xianzhong%22">Yang, Xianzhong</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Pi%2C+Zhongling%22">Pi, Zhongling</searchLink><relatesTo>3</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Aug2019, Vol. 56 Issue 4, p481-492. 12p. 3 Color Photographs, 1 Black and White Photograph, 1 Chart.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Instructional+films%22">Instructional films</searchLink><br />*<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Massive Open Online Courses (MOOCs) have become increasingly common in recent years. As the main component of MOOCs, instructional videos play a significant role in students' learning. This study builds on the extant research on multimedia learning by testing the impact of teachers' continuous vs. intermittent presence in procedural knowledge instructional videos. Students' outcomes were assessed in terms of achievement, learning satisfaction, social presence, and cognitive load. Using a quasi-experimental design, 120 Chinese undergraduate students from four undergraduate classes, were randomly assigned to one of two video conditions based on whether the instructor had a continuous or intermittent presence in an instructional video teaching procedural knowledge. A series of independent sample t tests revealed that a teacher's intermittent presentational approach improved learning achievement and satisfaction, and created less cognitive load relative to a continuous presentational approach. Results of this study can contribute to the design of procedural knowledge instructional videos. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=137109193
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/14703297.2018.1470020
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 481
    Subjects:
      – SubjectFull: Instructional films
        Type: general
      – SubjectFull: Massive open online courses
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Teachers' continuous vs. intermittent presence in procedural knowledge instructional videos.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yi, Tian
      – PersonEntity:
          Name:
            NameFull: Huang, Lei
      – PersonEntity:
          Name:
            NameFull: Yang, Jiumin
      – PersonEntity:
          Name:
            NameFull: Yang, Xianzhong
      – PersonEntity:
          Name:
            NameFull: Pi, Zhongling
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2019
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 14703297
          Numbering:
            – Type: volume
              Value: 56
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Innovations in Education & Teaching International
              Type: main
ResultId 1