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Impact of Video Lectures on Students' Performance and Analysis of Viewer Demographics in Online Courses

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Title: Impact of Video Lectures on Students' Performance and Analysis of Viewer Demographics in Online Courses
Language: English
Authors: Patricia A. Goedl (ORCID 0000-0001-5472-6235), Ganesh B. Malla, Mark G. Sanders
Source: American Journal of Distance Education. 2024 38(2):150-167.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Video Technology, Lecture Method, Online Courses, Academic Achievement, Student Characteristics, Instructional Effectiveness, Accounting, Business Administration Education, Student Behavior, Differences, Undergraduate Students
DOI: 10.1080/08923647.2024.2303346
ISSN: 0892-3647
1538-9286
Abstract: The objectives of this study were to validate the effectiveness of using instructional videos in online introductory accounting courses and to examine how specific student characteristics relate to online video-viewing behavior. Data were collected from ten online course sections of introductory financial accounting taught by two different instructors in the fall 2021 and spring 2022 semesters (n = 240). Students were instructed, but not required, to watch faculty-recorded instructional videos before completing the homework assignments and assessments for each topic. Students' percentage of course videos viewed and final course grades were analyzed. The relationships between students' video-viewing behavior and the student characteristics of gender, program major, age, degree level, ethnicity, and GPA, were also analyzed. The findings clearly show that viewing faculty-recorded instructional videos significantly impacts actual student performance. Students' age and the percentage of videos viewed are weakly but positively correlated, whereas students' GPAs and the percentage of videos viewed are significantly correlated. The final contribution is a predictive multivariable model that can predict student outcomes based on the significant predictors of GPA and the percentage of videos viewed. This paper contributes empirical data about using faculty-recorded videos in asynchronous, online accounting courses.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1423310
Database: ERIC
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  Data: Impact of Video Lectures on Students' Performance and Analysis of Viewer Demographics in Online Courses
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  Data: <searchLink fieldCode="AR" term="%22Patricia+A%2E+Goedl%22">Patricia A. Goedl</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5472-6235">0000-0001-5472-6235</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ganesh+B%2E+Malla%22">Ganesh B. Malla</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+G%2E+Sanders%22">Mark G. Sanders</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Journal+of+Distance+Education%22"><i>American Journal of Distance Education</i></searchLink>. 2024 38(2):150-167.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/08923647.2024.2303346
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  Data: The objectives of this study were to validate the effectiveness of using instructional videos in online introductory accounting courses and to examine how specific student characteristics relate to online video-viewing behavior. Data were collected from ten online course sections of introductory financial accounting taught by two different instructors in the fall 2021 and spring 2022 semesters (n = 240). Students were instructed, but not required, to watch faculty-recorded instructional videos before completing the homework assignments and assessments for each topic. Students' percentage of course videos viewed and final course grades were analyzed. The relationships between students' video-viewing behavior and the student characteristics of gender, program major, age, degree level, ethnicity, and GPA, were also analyzed. The findings clearly show that viewing faculty-recorded instructional videos significantly impacts actual student performance. Students' age and the percentage of videos viewed are weakly but positively correlated, whereas students' GPAs and the percentage of videos viewed are significantly correlated. The final contribution is a predictive multivariable model that can predict student outcomes based on the significant predictors of GPA and the percentage of videos viewed. This paper contributes empirical data about using faculty-recorded videos in asynchronous, online accounting courses.
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      – SubjectFull: Lecture Method
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      – SubjectFull: Online Courses
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      – SubjectFull: Accounting
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      – SubjectFull: Student Behavior
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      – SubjectFull: Differences
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      – SubjectFull: Undergraduate Students
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