Resumen de Examining situational interest and its relationship with self-efcacy in asynchronous and synchronous video lectures
Recently, the number of online courses provided for university students around the world has increased substantially. Instruction is delivered most commonly through either asynchronous video lectures (pre-recorded videos with no real-time communication) or synchronous video lectures (live-streamed videos with real-time communication). From a learning perspective, it is important to capture the interest of learners based on specifc situational aspects of both asynchronous and synchronous video lectures, and situational interest of learners may vary depending on the overall intrinsic qualities of each modality. Additionally, there may be variations in regards to the way in which self-efcacy interacts with situational interest depending on which modality is used. This study examines survey responses of university students (n=93) in South Korea to determine if students perceive diferences in situational interest between two diferent conditions: asynchronous video lectures and synchronous video lectures. Additionally, the diference between situational interest levels of learners with low self-efcacy and learners with high self-efcacy within each condition was examined. The main results showed no overall diference in situational interest between the two conditions and no diference in situational interest between learners with low self-efcacy and learners with high self-efcacy in the synchronous video lecture condition. However, there was a signifcant diference in situational interest found between learners with low self-efcacy and learners with high self-efcacy in the asynchronous video lecture condition. Results are explained through the difering efects of self-efcacy on situational interest based on the amount of autonomy provided in online learning environments.
