Embedded Questions and Targeted Feedback Transform Passive Educational Videos into Effective Active Learning Tools

Abstract

Question-embedded videos (QEVs) are learning tools that require students to solve problems and receive immediate targeted feedback while progressing through the video. As an effective learning modality, QEVs may be deployed for the preclass preparation phase of flipped classrooms. As flipped classrooms become more popular in STEM courses, effective out-of-class preparation is essential to maximize student learning. While previous studies have compared learning gains from textbooks and QEVs, this study compares two different types of videos: traditional (narrative) videos and question-embedded videos. Traditional assignments such as narrative videos primarily consist of content delivery, whereas question-embedded videos integrate active problem-solving and are an effective tool in increasing student engagement. This communication discusses separate studies comparing learning gains from narrative videos and question-embedded videos for problem-solving in two STEM disciplines: organic chemistry and introductory physics. Students learning from question-embedded videos significantly outperformed students learning from narrative videos. These results suggest that assigning passive narrative videos is not sufficient to yield maximum learning gains for students; rather, assigning out-of-class work with QEVs leads to substantially greater learning gains because of enforced active problem-solving paired with immediate feedback.

Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

“…Problem-solving is an integral component of the SBTE framework and was consistently prioritized in OrgoPrep via question-embedded videos, scaffolded worksheets, and active problem-based webinars. ,, Consequently, nearly all students reported ( N = 12, 86%) that they valued problem-solving more during organic chemistry as a result of OrgoPrep. Again, the two students who dissented (A and C) were high-performing in general chemistry and expressed that they have always valued problem-solving or felt that organic chemistry problems were manageable.…”

“…An instructor or assessment tool should guide students through a sequence of small subproblems rather than students solving problems independently. − Scaffolding allows the student to receive just enough support to engage in complex learning tasks (e.g., transfer) while ensuring that the cognitive processes are directed away from irrelevant details. Furthermore, scaffolding permits instructors to pinpoint specific errors in chemical thinking or problem-solving and provide feedback. , Immediate and frequent feedback appears to substantially improve learning gains in chemical problem-solving , and general transfer tasks . Additionally, success of transfer can be boosted by teaching multiple examples of transferring the same foundational knowledge into problems with different surface details. , When instructors explicitly ask students to compare various surface details and then point out the common scientific principles, gains in transfer are augmented further. , For example, instructors can present an acid–base equilibrium problem as well as a solubility–precipitation equilibrium problem and ask students to identify differences.…”

“…Instruction was split among three distinct components each week: (1) asynchronous learning via educational videos with interpolated problem-solving (30 min), (2) asynchronous learning via self-paced worksheets (1 h), and (3) peer-led synchronous remote webinars via Zoom (1 h) . Question-embedded videos (QEVs) began with prequestions or learning objectives to orient students to transfer tasks. ,, The remaining instructional time was dedicated to reviewing general chemistry and explicitly forming initial connections to organic chemistry problems while using embedded problem-solving and targeted feedback to promote enduring retention. In addition to further scaffolding, the worksheets exposed students to new types of problems and important domain-specific terminology.…”

Mitigating Educational Debts in Organic Chemistry for Historically Marginalized Students via a Summer Preparatory Program

“…Each week of the program involves about 2.5 h of student effort in total during which students participate in asynchronous and then synchronous learning phases. During the asynchronous phase, students learn from interactive video lessons with embedded problem-solving (30 min) − and complete a worksheet to practice their skills further (1 h). After independent preparation, students attend a synchronous remote webinar via Zoom (1 h).…”

An Office-Space Lightboard Studio for Creating Professional Pre-Lecture Videos with Increased Student Engagement

“…The benefits of using active learning strategies in STEM courses are well documented and are continuously evolving as the popularity of these approaches grows. − Research has focused on ways to increase active-learning in STEM and to identify remaining hurdles that hinder faculty’s adoption of active-learning in more classrooms. − One warranted concern is this: how do you cover the same amount of content while “losing” lecture time to in-class active learning? A common and effective option is delivery of some information through a visual medium in the form of “pre-lecture” videos. ,,− However, in the ever-evolving battle for student attention, how can instructors produce clear and engaging recorded content? Furthermore, what equipment and technological skills are required to produce professional-looking videos?…”