Abstracts
Abstract
Lecture videos have become an increasingly prevalent and important source of learning content. Lecturer-generated summaries may be used during a video lecture to improve student recall. Furthermore, the integration of a guest lecturer into the classroom may be a beneficial educational practice drawing the learner’s attention to specific content or providing a change of pace. The current study measures the effects of lecturer-generated summaries and the inclusion of a guest lecturer on students’ ability to recall online video lecture contents. Seven sections of a flipped scientific writing course were divided into three groups. The control group videos featured a lecturer speaking with PowerPoint slides in the background. The Summaries Only group viewed the same videos as those of the control, with the addition of lecturer-generated summaries spliced into the middles and ends of the videos, respectively, and these summaries were delivered by the same lecturers of the original video. The Summaries with a Guest Lecturer group viewed the same videos as the control, but with the addition of lecturer-generated summaries respectively spliced into the middles and ends of the videos, and these summaries were instead delivered by a guest lecturer. Student recall was measured through two online multiple-choice quizzes. The results of the study show that the Summaries Only group significantly outperformed the other two groups, while no significant difference was found between the performances of the control and the Summaries with a Guest Lecturer group. The results suggest that lecturer-generated summaries help to improve student recall of online video lecture contents. However, the introduction of a guest lecturer shown in a different setting may cause learners to lose concentration, nullifying the benefit of the summaries.
Keywords:
- e-learning,
- flipped learning,
- guest lecturer,
- quizzes,
- summaries,
- video lectures
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Alksne, L. (2016). How to produce video lectures to engage students and deliver the maximum amount of information. In SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2, 503-516.
- Anderson-Hsieh, J., & Koehler, K. (1988). The effect of foreign accent and speaking rate on native speaker comprehension. Language Learning, 38(4), 561-613.
- Ariga, A., & Lleras, A. (2011). Brief and rare mental "breaks" keep you focused: Deactivation and reactivation of task goals preempt vigilance decrements. Cognition, 118(3), 439-443.
- Baker, L., & Lombardi, B. R. (1985). Students' lecture notes and their relation to test performance. Teaching of Psychology, 12(1), 28-32.
- Barker, P. G., & Benest, I. D. (1996). The on-line lecture concept - a comparison of two approaches. In IEE Colloquium on Learning at a Distance: Developments in Media Technologies, doi: 10.1049/ic:19960882
- Bilbow, G. T. (1989). Towards an understanding of overseas students' difficulties in lectures: A phenomenographic approach. Journal of Further and Higher Education, 13(3), 85-99.
- Brecht, H. D. (2012). Learning from online video lectures. Journal of Information Technology Education, 11, 227-250.
- Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX's first MOOC. Research & Practice in Assessment, 8.
- Bromage, B. K., & Mayer, R. E. (1986). Quantitative and qualitative effects of repetition on learning from technical text. Journal of Educational Psychology, 78(4), 271.
- Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87(12), 1438-1443.
- Butler, A. C., & Roediger III, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4-5), 514-527.
- Center for Excellence in Teaching. (1999). Teaching nuggets. Los Angeles: University of Southern California.
- Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354.
- Chan, J. C., McDermott, K. B., & Roediger, H. L., III. (2006). Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material. Journal of Experimental Psychology: General, 135, 553-571.
- Colvin, K. F., Champaign, J., Liu, A., Zhou, Q., Fredericks, C., & Pritchard, D. E. (2014). Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class. The International Review of Research in Open and Distributed Learning, 15(4).
- Cook, L., & Friend, M. (1996). Co-teaching: Guidelines for creating effective practices. In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings, 155-182. Denver: Love.
- Costley, J., & Lange, C. (2017). The effects of lecture diversity on germane load. The International Review of Research in Open and Distributed Learning, 18(2). doi: 10.19173/irrodl.v18i2.2860
- Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass.
- Downing, S. M. (2002). Construct-irrelevant variance and flawed test questions: Do multiple-choice item-writing principles make any difference? Academic Medicine, 77(10), S103-S104.
- Dugan, K., & Letterman, M. (2008). Student appraisals of collaborative teaching. College Teaching, 56(1), 11-15.
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
- Eisenstein, M., & Berkowitz, D. (1981). The effect of phonological variation on adult learner comprehension. Studies in Second Language Acquisition, 4(01), 75-80.
- Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.
- Farley, J., Risko, E., & Kingstone, A. (2013). Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering. Frontiers in Psychology, 4, 619.
- Ferreri, S. P., & O'Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77(1), 13.
- Foos, P. W., & Fisher, R. P. (1988). Using tests as learning opportunities. Journal of Educational Psychology, 80, 179-183.
- Frederiksen, N. (1984). The real test bias: Influences of testing on teaching and learning. American Psychologist, 39, 193-202.
- Frydenberg, M. (2013). Flipping excel. Information Systems Education Journal, 11( 1), 63.
- Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39(2), 93.
- Glover, J. A., & Corkill, A. J. (1987). Influence of paraphrased repetitions on the spacing effect. Journal of Educational Psychology, 79(2), 198.
- Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM.
- Helms, M. M., Alvis, J. M., & Willis, M. (2005). Planning and implementing shared teaching: An MBA team-teaching case study. Journal of Education for Business, 81(1), 29-34.
- Herold, M. J., Lynch, T. D., Ramnath, R., & Ramanathan, J. (2012, October). Student and instructor experiences in the inverted classroom. In 2012 Frontiers in Education Conference Proceedings, 1-6. IEEE.
- Hirsch, R. (1987). Listening: The influence of neuro-linguistic cues on the retention of information. Journal of the International Listening Association, 1, 103-11.
- Horn, M. (2014, March 17). KAIST doesn't wait for change In Korea, pioneers 'Education 3.0'. Forbes. Retrieved from http://www.forbes.com/sites/michaelhorn/2014/03/17/kaist-doesnt-wait-for-change-in-korea-pioneers-education-3-0/#5ae890b01a06
- Jang, S. J. (2006). Research on the effects of team teaching upon two secondary school teachers. Educational Research, 48(2), 177-194.
- Johnson, D. W., Johnson, R. T., & Smith, K. A. (2000). Constructive controversy: The educative power of intellectual conflict. Change: The Magazine of Higher Learning, 32(1), 28-37.
- Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36(1), 33-37.
- Jones, R., Peters, K., & Shields, E. (2007). Transform your training: Practical approaches to interactive Information Literacy teaching. Journal of Information Literacy, 1(1), 35-42.
- Kamuche, F. U. (2011). The effects of unannounced quizzes on student performance: Further evidence. College Teaching Methods & Styles Journal (CTMS), 3(2), 21-26.
- Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. In Proceedings of the first ACM conference on learning at scale, 31-40. ACM.
- King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29(2), 303-323.
- Korea Advanced Institute of Science and Technology (KAIST). (2014a). Center for excellence in teaching and learning. Retrieved from http://www.kaist.edu/html/en/edu/edu_030405.html
- Korea Advanced Institute of Science and Technology (KAIST). (2014b). Student handbook. Retrieved from https://itguide.kaist.ac.kr/itguide/eng/bbs/selectBbsView.do
- Letterman, M. R., & Dugan, K. B. (2004). Team teaching a cross-disciplinary honors course: Preparation and development. College Teaching, 76-79.
- Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23(11), 1337-1344.
- Locke, E. A. (1977). An empirical study of lecture note taking among college students. The Journal of Educational Research, 71( 2), 93-99.
- McCoubrie, P. (2004). Improving the fairness of multiple-choice questions: A literature review. Medical Teacher, 26(8), 709-712.
- Maddox, H., & Hoole, E. (1975). Performance decrement in the lecture. Educational Review, 28(1), 17-30.
- Marks, D. B. (2015). Flipping the classroom: Turning an instructional methods course upside down. Journal of College Teaching & Learning, 12(4), 241-248.
- Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.
- Mayer, R. E. (1983). Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose. Journal of Educational Psychology, 75(1), 40.
- Padgett, W. T., & Yoder, M. A. (2008). Effective communication: Excellence in a technical presentation. IEEE Signal Processing Magazine, 25(2), 124.
- Prober, C. G., & Khan, S. (2013). Medical education reimagined: A call to action. Academic Medicine, 88(10), 1407-1410.
- Richards, J. C. (1983). 1983: Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240.
- Risko, E. F., Anderson, N., Sarwal, A., Engelhardt, M., & Kingstone, A. (2012). Everyday attention: Variation in mind wandering and memory in a lecture. Applied Cognitive Psychology, 26(2), 234-242.
- Roediger III, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
- Roediger III, H. L., & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(5), 1155.
- Scerbo, M. W., Warm, J. S., Dember, W. N., & Grasha, A. F. (1992). The role of time and cuing in a college lecture. Contemporary Educational Psychology, 17(4), 312-328.
- Smidt, E., & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use. Computer Assisted Language Learning, 17(5), 517-556.
- Smith, L. E., & Bisazza, J. A. (1982). The comprehensibility of three varieties of English for college students in seven countries. Language Learning, 32(2), 259-269.Titsworth, B. S., & Kiewra, K. A. (2004). Spoken organizational lecture cues and student notetaking as facilitators of student learning. Contemporary Educational Psychology, 29(4), 447-461.
- Toppino, T. C., & Brochin, H. A. (1989). Learning from tests: The case of true-false examinations. The Journal of Educational Research, 83, 119-124.
- Toppino, T. C., & Luipersbeck, S. M. (1993). Generality of the negative suggestion effect in objective tests. The Journal of Educational Research, 86, 357-362.
- Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316-320.
- Walstad, W. B., & Becker, W. E. (1994). Achievement differences on multiple-choice and essay tests in economics. The American Economic Review, 84(2), 193-196.
- Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46-65.
- Welch, M., Brownell, K., & Sheridan, S. M. (1999). What's the score and game plan on teaming in schools? A review of the literature on team teaching and school-based problem-solving teams. Remedial and Special Education, 20(1), 36-49.
- Williams, A., Birch, E., & Hancock, P. (2012). The impact of online lecture recordings on student performance. Australasian Journal of Educational Technology, 28(2), 199-213.
- Wilson, K., & Korn, J. H. (2007). Attention during lectures: Beyond ten minutes. Teaching of Psychology, 34(2), 85-89. doi: 10.1080/00986280701291291
- Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.
- Wilson, V. A., & Martin, K. M. (1998, February). Practicing what we preach: Team teaching at the college level. Paper presented in the Annual Meeting of the Association of Teacher Educators, Dallas, TX, USA). Abstract retrieved from http://files.eric.ed.gov/fulltext/ED417172.pdf
- Wolff, M., Wagner, M. J., Poznanski, S., Schiller, J., & Santen, S. (2015). Not another boring lecture: Engaging learners with active learning techniques. The Journal of Emergency Medicine, 48(1), 85-93.
- Woodring, B. C., & Woodring, R. C. (2011). Lecture: Reclaiming a place in pedagogy. Innovative Teaching Strategies in Nursing and Related Health Professions, 113-135.
- Young, M. S., Robinson, S., & Alberts, P. (2009). Students pay attention! Combating the vigilance decrement to improve learning during lectures. Active Learning in Higher Education, 10(1), 41-55.
- Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.