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A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction

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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
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  Data: A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 22
        StartPage: 102
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Video Technology
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      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Independent Reading
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction
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            NameFull: Jaynes, Jessica
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              Y: 2022
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            – TitleFull: Online Learning
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