Two sides of the same coin: video annotations and in-video questions for active learning

Mirriahi, N; Jovanović, J; Lim, LA; Lodge, JM

Two sides of the same coin: video annotations and in-video questions for active learning

Mirriahi, N Jovanović, J Lim, LA Lodge, JM

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Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: Educational Technology Research and Development, 2021, 69, (5), pp. 2571-2588
Issue Date:: 2021-10-01

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Field	Value	Language
dc.contributor.author	Mirriahi, N
dc.contributor.author	Jovanović, J
dc.contributor.author	Lim, LA
dc.contributor.author	Lodge, JM
dc.date.accessioned	2022-01-21T03:57:59Z
dc.date.available	2022-01-21T03:57:59Z
dc.date.issued	2021-10-01
dc.identifier.citation	Educational Technology Research and Development, 2021, 69, (5), pp. 2571-2588
dc.identifier.issn	1042-1629
dc.identifier.issn	1556-6501
dc.identifier.uri	http://hdl.handle.net/10453/153413
dc.description.abstract	Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passive experience of watching an instructional video to a more active one by engaging students with learning strategies designed to promote self-regulated learning and improve content knowledge. This experimental study investigates the impact of in-video questions compared to video annotations on learning and self-efficacy in an experimental setting. Findings revealed that learners who annotated videos had higher self-efficacy than those who completed in-video questions likely due to the immediate feedback received from the in-video questions. The study further concluded that prior knowledge plays a critical role in selecting appropriate active learning strategies, suggesting that video annotations be considered when students have prior knowledge about a topic whereas in-video questions with immediate feedback be interspersed in videos when students do not have prior knowledge about a topic.
dc.language	en
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	Educational Technology Research and Development
dc.relation.isbasedon	10.1007/s11423-021-10041-4
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Two sides of the same coin: video annotations and in-video questions for active learning
dc.type	Journal Article
utslib.citation.volume	69
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access	*
dc.date.updated	2022-01-21T03:57:58Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	69
utslib.citation.issue	5

Abstract:

Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passive experience of watching an instructional video to a more active one by engaging students with learning strategies designed to promote self-regulated learning and improve content knowledge. This experimental study investigates the impact of in-video questions compared to video annotations on learning and self-efficacy in an experimental setting. Findings revealed that learners who annotated videos had higher self-efficacy than those who completed in-video questions likely due to the immediate feedback received from the in-video questions. The study further concluded that prior knowledge plays a critical role in selecting appropriate active learning strategies, suggesting that video annotations be considered when students have prior knowledge about a topic whereas in-video questions with immediate feedback be interspersed in videos when students do not have prior knowledge about a topic.

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http://hdl.handle.net/10453/153413