Instructor presence in instructional videos in higher education: three field experiments in university courses
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| Názov: | Instructor presence in instructional videos in higher education: three field experiments in university courses |
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| Autori: | Heidig, Steffi, Beege, Maik, Rey, Günter Daniel, Schneider, Sascha |
| Prispievatelia: | University of Zurich, Heidig, Steffi |
| Zdroj: | Educational technology research and development. 72:3047-3074 |
| Informácie o vydavateľovi: | Springer Science and Business Media LLC, 2024. |
| Rok vydania: | 2024 |
| Predmety: | 11476 Digital Society Initiative, 4. Education, 05 social sciences, Instructor presence, instructional video, 10091 Institute of Education, higher education, visible instructor, 0501 psychology and cognitive sciences, interference hypothesis, 370 Education, 0503 education, social cues hypothesis, 3304 Education |
| Popis: | In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice. |
| Druh dokumentu: | Article Other literature type |
| Popis súboru: | ZORA_s11423_024_10391_9.pdf - application/pdf |
| Jazyk: | English |
| ISSN: | 1556-6501 1042-1629 |
| DOI: | 10.1007/s11423-024-10391-9 |
| DOI: | 10.5167/uzh-270170 |
| Rights: | CC BY |
| Prístupové číslo: | edsair.doi.dedup.....df08ef6769a86155e7f9d06f60064e19 |
| Databáza: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice. |
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| ISSN: | 15566501 10421629 |
| DOI: | 10.1007/s11423-024-10391-9 |