The effect of direct instruction and interactive instructional videos on learning effectiveness and ef-ficiency in mathematics education

Abstract

A. IntroductionAnswering the questions of which instructional methods are suitable for the school, which instructional methods to use in the individual subjects, and how instructional methods support the learning process present challenges for general education and education in individual subjects.Direct instruction is a teacher-oriented instructional method in which the instructor assumes the central role in directing the teaching until the end of the learning process (Petty, 2009). Interactive instructional videos can be seen as a digital variant of the presentation's instructional method (Petty, 2009). Learning videos are used to initiate and control learning and thinking processes to develop learning content independently.Direct instruction and interactive instructional videos can be positioned using the reference frame by Wiechmann and Wildhirt (2015) (see Figure 1). In instruction control, the difference is that the interactive instructional videos are more student-controlled than direct instruction. With interactive instructional videos, students have various ways to handle the lesson because they have more alternatives. They have occasions to find out more about the subject and to contribute to the lesson. With direct instruction, the students hardly have alternatives since the teacher