Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning

Abstract

Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing publisher-generated educational resources with instructorgenerated video lectures. The original online College Algebra course placed the publisher-generated educational resources in the role of content provider by enabling all publisher-generated learning aids within the online homework system and treating instructor-generated educational materials as supplemental resources. In contrast, the redesigned online College Algebra course enhanced the course instructor's teaching presence by requiring students to complete instructor-generated guided note-taking sheets while watching instructor-generated video lectures, treating publisher-generated learning aids as supplemental resources by removing them from within the online homework system. Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better on both online and handwritten assessments than did students who enrolled in an online College Algebra course that placed the publishergenerated educational resources in that role.

Strengths-Based Analysis of Student Success in Online Courses

“…Researchers who did look at all three addressed student satisfaction with the course but did not include variables of course design and interaction (Baturay & Yukselturk, 2015;Levy, 2007;Wang et al, 2013). Studies that evaluated course design and interaction typically did not include independent variables of students' personal characteristics and circumstances (Hegeman, 2015;Jaggers & Xu, 2010;Liu, Gomez, & Yen, 2009;Olson & McCracken, 2014). Evaluating personal, circumstantial, and course factors simultaneously requires a more complex research design.…”

Twelve tips for reducing production time and increasing long-term usability of instructional video

“…It should be emphasized that this article focuses on improving the efficiency of video production and video reusability, not improving the pedagogical effectiveness of videos, as that issue has been discussed at length elsewhere (Dong & Goh 2015; Ljubojevic et al 2014; Zhang et al 2006; Hegeman 2015; Hsin & Cigas 2013; Merkt et al 2011; Kay 2012; Schwan & Riempp 2004; Guo et al 2014; Choi & Johnson 2005; Routt et al 2015; Jarvis & Dickie 2010.) However, the recommendations provided here are consistent with the literature on video effectiveness and solidly grounded in the research on teaching, learning, and multimedia design (Ambrose et al 2010; Mayer & Moreno 2003).…”

Adapting Mixed-Mode Instructional Delivery to Thrive within STEM Curricula

“…When information transfer is moved to the online environment, students can engage with the content at their own pace, which then frees up in-class time for more instructor interaction and problem-solving activities. For example, instructor generated videos allow instructors to provide their own explanation of complex topics just as they would have in lecture, but by providing them online students have the added benefit of pausing, rewinding, and replaying the initial delivery [19,20]. Then classroom time may be used more efficiently for clarifying complex concepts and implementing active learning strategies, which are widely supported in STEM education [8,[21][22][23].…”