Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos

Abstract

Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, “coding online asynchronous lectures” (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer’s multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

“…For example, asynchronous delivery of online lecture video can be effective and engaging for students, but the method of presentation impacts student engagement and satisfaction (Choe et al, 2019).…”

“…Creating an engaging online environment can be done with any of the above delivery modes, but how this is done will likely differ. For example, asynchronous delivery of online lecture video can be effective and engaging for students, but the method of presentation impacts student engagement and satisfaction (Choe et al., 2019). Choe and colleagues tested 6 methods of online lecture video creation in an upper division physiology course and found that although scores on summative assessments did not differ following the 6 styles, student satisfaction and rating of effectiveness of styles did (Choe et al., 2019).…”

Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education

“…For years, many medical schools, including our own, have been recording lectures and making them available for students online—a style of teaching that has been proven popular and effective since it allows students to learn at their own pace and in their own time [ 7 , 8 ]. As remote teaching has become the norm, students in medical schools such as ours can adapt more readily, as we are already familiar with the platforms and format of recorded lectures.…”

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

“…Creating an engaging online environment can be done with any of the above delivery modes, but how this is done will likely differ. For example, asynchronous delivery of online lecture video can be effective and engaging for students, but the method of presentation impacts student engagement and satisfaction (Choe et al, 2019). Choe and colleagues tested 6 methods of online lecture video creation in an upper division physiology course and found that although scores on summative assessments did not differ following the 6 styles, student satisfaction and rating of effectiveness of styles did (Choe et al, 2019).…”

“…For example, asynchronous delivery of online lecture video can be effective and engaging for students, but the method of presentation impacts student engagement and satisfaction (Choe et al, 2019). Choe and colleagues tested 6 methods of online lecture video creation in an upper division physiology course and found that although scores on summative assessments did not differ following the 6 styles, student satisfaction and rating of effectiveness of styles did (Choe et al, 2019). Instructors may want to focus on video design that highlights personal connection and engagement as these factors were rated most highly by students (see Choe et al, 2019 for more details and examples); these are also important aspects of inclusive classrooms.…”