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Lecture Videos in Online Courses: A Follow-Up

2015; Taylor & Francis; Volume: 11; Issue: 4 Linguagem: Inglês

10.1080/15512169.2015.1069198

1551-2177

Heather K. Evans, Victoria Córdova,

Innovative Teaching Methods

In a recent study regarding online lecture videos, Evans (2014 Edwards, Clark, and Janie Harden Fritz. 1997. "Evaluation of Three Educational Online Delivery Approaches." Presented at the Mid-South Instructional Technology Conference Proceedings, Murfreesboro, TN. http://eric.ed.gov/?id=ED430516 (April 6–8, 1997). [Google Scholar]) shows that lecture videos are not superior to still slides. Using two Introduction to American Government courses, taught in a 4-week summer session, she shows that students in a non-video course had higher satisfaction with the course and instructor and performed better on exams than those in a course with lecture videos. In this follow-up study, we examine whether the same findings hold over a longer, more traditional semester with more students. Like Evans (2014 Edwards, Clark, and Janie Harden Fritz. 1997. "Evaluation of Three Educational Online Delivery Approaches." Presented at the Mid-South Instructional Technology Conference Proceedings, Murfreesboro, TN. http://eric.ed.gov/?id=ED430516 (April 6–8, 1997). [Google Scholar]), we find that in a longer semester, students in a non-video course reported higher satisfaction, but, unlike Evans (2014 Edwards, Clark, and Janie Harden Fritz. 1997. "Evaluation of Three Educational Online Delivery Approaches." Presented at the Mid-South Instructional Technology Conference Proceedings, Murfreesboro, TN. http://eric.ed.gov/?id=ED430516 (April 6–8, 1997). [Google Scholar]), students in the video section did better on exams. The implications of these findings for Massive Open Online Courses (MOOCs) are explored.