Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
Abstract Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses thi...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2022-12-01
|
| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-022-00363-5 |
| _version_ | 1828121971842351104 |
|---|---|
| author | Zhongling Pi Caixia Liu Qian Meng Jiumin Yang |
| author_facet | Zhongling Pi Caixia Liu Qian Meng Jiumin Yang |
| author_sort | Zhongling Pi |
| collection | DOAJ |
| description | Abstract Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners’ mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation. |
| first_indexed | 2024-04-11T14:26:58Z |
| format | Article |
| id | doaj.art-d58c8e1640f24f4a8a36f64f0d7b2a9e |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-04-11T14:26:58Z |
| publishDate | 2022-12-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-d58c8e1640f24f4a8a36f64f0d7b2a9e2022-12-22T04:18:48ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402022-12-0119112010.1186/s41239-022-00363-5Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lecturesZhongling Pi0Caixia Liu1Qian Meng2Jiumin Yang3Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal UniversityFaculty of Artificial Intelligence in Education, Central China Normal UniversityJinan Yellow River Bilingual Experimental SchoolFaculty of Artificial Intelligence in Education, Central China Normal UniversityAbstract Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners’ mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation.https://doi.org/10.1186/s41239-022-00363-5Video lecturesExplanationsCo-learner presencePraise |
| spellingShingle | Zhongling Pi Caixia Liu Qian Meng Jiumin Yang Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures International Journal of Educational Technology in Higher Education Video lectures Explanations Co-learner presence Praise |
| title | Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures |
| title_full | Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures |
| title_fullStr | Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures |
| title_full_unstemmed | Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures |
| title_short | Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures |
| title_sort | co learner presence and praise alters the effects of learner generated explanation on learning from video lectures |
| topic | Video lectures Explanations Co-learner presence Praise |
| url | https://doi.org/10.1186/s41239-022-00363-5 |
| work_keys_str_mv | AT zhonglingpi colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures AT caixialiu colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures AT qianmeng colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures AT jiuminyang colearnerpresenceandpraisealterstheeffectsoflearnergeneratedexplanationonlearningfromvideolectures |