Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos
Ronny C Choe1, Zorica Scuric1, Ethan Eshkol1
1Department of Integrative Biology and Physiology.
CBE Life Sciences Education
|November 2, 2019
Summary
Student preferences for online lecture video styles significantly impact satisfaction, not learning outcomes. Engaging, personal styles like Learning Glass are preferred, guiding best practices for effective online education.
Area of Science:
- Educational Technology
- Online Learning
- Multimedia Learning
Background:
- Online education requires effective engagement strategies.
- Student satisfaction is crucial for successful online learning.
- Identifying optimal video styles is key for instructional design.
Purpose of the Study:
- To identify online lecture video styles that enhance student engagement and satisfaction.
- To assess the impact of different video styles on learning outcomes.
- To provide guidelines for creating effective asynchronous lecture videos.
Main Methods:
- Students were presented with standardized material via various lecture video styles.
- Learning outcomes were measured using summative assessments.
- Student satisfaction was evaluated through surveys and a qualitative coding scheme (COAL).
Main Results:
- Student satisfaction varied significantly across different video styles, with "Learning Glass" rated highest.
- Video styles perceived as personal and engaging received higher satisfaction ratings.
- No significant difference in learning outcomes was observed across styles, but satisfaction varied.
- Alignment with Mayer's multimedia learning principles correlated with high satisfaction.
Conclusions:
- Student feedback on video style is crucial for course designers.
- Personalized and engaging video elements contribute to higher satisfaction in online learning.
- Guidelines are provided to establish best practices for engaging asynchronous lecture videos.
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