| Autor: |
Tan, Angel J.Y., Kaye, Linda K., Spiridon, Elena, Davies, Jean Linda, Nicolson, Roderick I., Karaminis, Themis |
| Zdroj: |
International Journal of Technology Enhanced Learning; 2023, Vol. 15 Issue: 2 p143-163, 21p |
| Abstrakt: |
The use and acceptance of online learning have increased following the COVID-19 pandemic. This mixed-methods study examined learners' preferences and performance in online learning interactions in relation to two factors: 'bite-sized' learning and 'presenter status' in instructional videos. University students (N= 18) without a mathematical background utilised bite-sized online learning episodes focusing on statistics. Each episode included a 10-minute instructional video followed by an assessment. The videos implemented three alternative 'presenter-status' conditions: lecturer, student-imitating-lecturer or student-peer-tutor. Individual students completed three episodes, one from each presenter-status condition (counterbalanced). Participants presented high performance in the post-episode assessments, irrespective of presenter status. Students also reported remarkably positive views towards bite-sized learning in user-satisfaction questionnaires. Finally, qualitative analysis of open-ended responses and interviews uncovered three main themes: positive learning experiences, divergent attitudes towards video-based learning, and differential preferences for presenter status. These findings have clear implications for teaching and learning in higher education. |
| Databáze: |
Supplemental Index |
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