Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!
- Autores: Markus H. Hefter, Veit Kubik, Kirsten Berthold
- Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 20, 2023
- Idioma: inglés
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Resumen
In recent years, COVID-19 policy measures massively afected university teaching. Seeking an efective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures. Whereas researchers in fact recommend implementing prompts to ensure students process those video lectures sufciently, open questions about the types of prompts and role of students’ engagement remain. We thus conducted an online feld experiment with teacher students at a German university (N=124; 73 female, 49 male). According to the randomly assigned experimental conditions, the online video lecture on topic Cognitive Apprenticeship was supplemented by (A) notes prompts (n=31), (B) principle-based selfexplanation prompts (n=36), (C) elaboration-based self-explanation prompts (n=29), and (D) both principle- and elaboration-based self-explanation prompts (n=28). We found that the lecture fostered learning outcomes about its content regardless of the type of prompt. The type of prompt did induce diferent types of self-explanations, but had no signifcant efect on learning outcomes. What indeed positively and signifcantly afected learning outcomes were the students’ self-explanation quality and their persistence (i.e., actual participation in a delayed posttest). Finally, the self-reported number of perceived interruptions negatively afected learning outcomes. Our fndings thus provide ecologically valid empirical support for how fruitful it is for students to engage themselves in self-explaining and to avoid interruptions when learning from asynchronous online video lectures.
