A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction
Saved in:
| Title: | A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction |
|---|---|
| Language: | English |
| Authors: | Randall, Lynda E., Jaynes, Jessica |
| Source: | Online Learning. Jun 2022 26(2):102-123. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Video Technology, Online Courses, Retention (Psychology), Student Attitudes, Independent Reading, Knowledge Level, Preservice Teachers, Evaluation, Learner Engagement |
| Geographic Terms: | California |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | The research described in this article focuses on determining the effectiveness of Bongo in promoting student retention of concepts in online learning. This study used both quantitative and qualitative measures to examine the effectiveness of student video presentation assignments on student retention of learning and perceptions of the assignment's contributions to learning. The quantitative methods compared the effects of three treatment conditions (independent reading, Bongo video presentation, and Bongo video presentation with Auto Analysis) on retention of concepts (quizzes administered two weeks after the presentation recordings). Qualitative analysis of student perceptions of the perceived value of Bongo in general, and specifically the Auto Analysis tool, were accomplished through video surveys, transcription, and analysis. Analysis of the data provided strong support for the use of Bongo to increase student retention of concepts, and also revealed that students held favorable perceptions of the value and utility of the tool. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1347820 |
| Database: | ERIC |
| Abstract: | The research described in this article focuses on determining the effectiveness of Bongo in promoting student retention of concepts in online learning. This study used both quantitative and qualitative measures to examine the effectiveness of student video presentation assignments on student retention of learning and perceptions of the assignment's contributions to learning. The quantitative methods compared the effects of three treatment conditions (independent reading, Bongo video presentation, and Bongo video presentation with Auto Analysis) on retention of concepts (quizzes administered two weeks after the presentation recordings). Qualitative analysis of student perceptions of the perceived value of Bongo in general, and specifically the Auto Analysis tool, were accomplished through video surveys, transcription, and analysis. Analysis of the data provided strong support for the use of Bongo to increase student retention of concepts, and also revealed that students held favorable perceptions of the value and utility of the tool. |
|---|---|
| ISSN: | 2472-5749 2472-5730 |
