Using transparent whiteboards to boost learning from online STEM lectures

Stull, Andrew T.; Fiorella, Logan; Gainer, Morgan J.; Mayer, Richard E.

doi:10.1016/j.compedu.2018.02.005

Cited by 71 publications

(43 citation statements)

References 24 publications

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“…The instructor in the video being visible and not just represented by voice seems to be an advantage according to the students, saying that it was easier to pay attention and that body language matters. A visible and enthusiastic instructor helps in terms of concentration and motivates the students to keep on watching (Stull et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Østerlie

Kjelaas

2019

Front. Educ.

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Objective: The discrepancy between observed and suggested levels of physical activity among adolescents urges society to obtain more knowledge and insight into how physical education (PE) in school can be beneficial for all individuals. The purpose of the present study was to examine the perceptions of adolescents of a flipped learning (FL) framework, applied to enhance student motivation and learning in PE. Methods: Ten students, from 13 to 17 years of age, were recruited from one secondary school and one upper secondary school from two different counties in Norway during the spring of 2016. The data were generated using semi-structured interviews, reduced, analyzed, and interpreted by constructivist grounded theory and stepwise-deductive induction traditions through constructivist and situated learning lenses. Results: It was demonstrated that the video format is preferred as preparation material over text material, that instructions on class activities are preferably given in the preparation material and not in class, and that the students did not report any negative aspects of FL. The students showed a positive perception of preparing for PE classes if the preparation material is in the form of a video, and if it has a clear connection to the upcoming class content and outcome aim(s). FL has a positive effect on student understanding and learning in PE, and FL produces a positive change in how students value PE. Conclusion: A clearly positive perception of FL in PE was demonstrated. FL seems to facilitate deep learning in PE, facilitated by motivation, knowledge, and the nature of the learning framework.

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Section: Discussionmentioning

confidence: 99%

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Østerlie

Kjelaas

2019

Front. Educ.

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“…The self‐reported learning experience questionnaire (Stull, Fiorella, Gainer, & Mayer, 2018) was used to measure motivation (six items) and engagement (two items). The six motivation items assessed participants’ enjoyment, willingness to learn in this way in the future, understanding of the learning materials, desire to learn more about the content, finding the lesson useful and motivation to learn the content.…”

Section: Methodsmentioning

confidence: 99%

Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures

Pi¹,

Zhang²,

Zhou³

et al. 2020

Brit J Educational Tech

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In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting a different set of English vocabulary words and were asked to use a different learning strategy for each set of lectures. Participants’ EEG signals were assessed while watching the videos; learning experience (self‐reported motivation and engagement) and learning performance (vocabulary recall test score) were assessed after watching the videos. Repeated measures ANOVAs showed that the self‐explaining and teaching strategies were more beneficial than the passive viewing strategy, as indicated by higher EEG theta and alpha band power, a more positive learning experience (higher motivation and engagement) and better learning performance. However, whereas the teaching strategy elicited greater neural oscillations related to working memory and attention compared to the self‐explanation strategy, the two groups did not differ on self‐reported learning experience or learning performance. Our findings are discussed in terms of potential application in courses using video lectures and in terms of their heuristic value for future research on the neural processes that differentiate learning strategies. What is already known about this topic Watching video lectures does not always result in learners actively making sense of the learning material. Self‐explaining facilitates deep learning from viewing video lectures and in traditional educational settings. Learning by teaching also facilitates deep learning in traditional educational settings. What this paper adds Learning by teaching resulted in the highest theta and alpha band power in EEG assessment while viewing video lectures. Compared with passive viewing, learning by teaching enhanced students’ motivation to try to understand the material; in addition, both learning by teaching and self‐explaining enhanced the amount of mental effort students put into understanding the material. Learning was increased via both self‐explaining and teaching strategies after viewing video lectures. Implications for practice and/or policy Learners are encouraged to generate explanations during pauses in video lectures or after viewing them, in order to increase learning. Learners are also encouraged to learn by teaching, as this strategy can increase learning and also increase neural oscillations associated with memory and attention.

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“…A key element is the non-verbal communication associated with the lesson (Stull, Fiorella, Gainer, & Mayer, 2018). Information entry to memory can be divided into three channels (Wray & Chong, 2007): verbal, visual (non-verbal), and the input-output information of the working memory.…”

Section: Literature Review and Research Modelmentioning

confidence: 99%

“…Hand gestures in particular, can alter the interpretation of discourse, eliminate ambiguities, increase understanding and memory, and transmit information not explicitly integrated into the discourse (S. W. Cook, Yip, & Goldin-Meadow, 2012;Goldin-Meadow & Singer, 2003;Hubbard, Wilson, Callan, & Dapretto, 2009) . In the case of STEM, Stull (Stull et al, 2018) showed the importance of gesture in the case of chemistry. Some studies have pointed out the importance of showing the teacher's head and his/her gestures in distance learning (Khan & Réhman, 2015).…”

Section: Literature Review and Research Modelmentioning

confidence: 99%

Students perception of videos in introductory physics courses of engineering in face-to-face and online environments

Pérez-Navarro

García

Conesa

2020

Multimed Tools Appl

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Digital videos have an important (and increasing) presence in learning processes, especially within online universities and schools. However, creating videos is a time-consuming activity for teachers, who are usually not expert in video creation. Therefore, it is important to know which kind of video is perceived as more satisfactory and useful by students, among the videos that docents usually create. In this paper we show a structural model with the relation between satisfaction, the way in which a video has been created, the kind of video (with or without the hands of the teacher and with or without the body/head of the teacher), perceived usefulness, contents of the video (theory or problems) and the potential impact of videos on passing rates. The experiment has been performed in an introductory Physics of Engineering course with over 200 first year students in both: at 100% online university, Universitat Oberta de Catalunya (UOC); and at a face-to-face university, Salesian University School of Sarrià (EUSS). Tests have been performed with around 100 videos of two types: videos created with a digitizing tablet and screen capture and videos created by recording the hands of the teacher. Results have been quantitatively analysed. The research shows that results are independent of the environment and that students prefer videos with hands. On the other hand, little effect has been found regarding the content of the video in the perceived usefulness or satisfaction. The performance results show that videos can improve the chances of passing the subject. Thus, the paper shows that videos with hands are a useful complement to challenging subjects, like introductory physics in Engineering, to effectively assimilate scientific knowledge. The main contributions of this paper are: to analyse the perception that students have of video in a specific context, introductory course of Physics in Engineering, in different environments; and to analyse the perception of the video regarding the way in which it has been created, and the kind of content.

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Using transparent whiteboards to boost learning from online STEM lectures

Cited by 71 publications

References 24 publications

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures

Students perception of videos in introductory physics courses of engineering in face-to-face and online environments

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