Extending video interactions to support self-regulated learning in an online course
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(Published version)
Date
2018
Authors
Van Sebille, Y.
Joksimovic, S.
Kovanovic, V.
Stansborough, R.
Dawson, S.
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Conference paper
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ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders, 2018, pp.262-272
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35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, ASCILITE 2018 (25 Nov 2018 - 28 Nov 2018 : Geelong, Australia)
Abstract
Although self-regulated learning (SRL) is essential part of learning, students often commence studies with poor SRL skills. This places much emphasis on course design to foster SRL. In online education, this is a complex undertaking. The present study examines how online technologies can be harnessed to promote SRL. This study of an online first year course (N=138) investigates how student use of a video annotation tool incorporating in-video quizzes can predict learning outcomes and foster SRL. The study found that students were more likely to complete the in-quiz self-assessment questions than contribute to socially-shared resources such as annotations or summaries. This finding may be a result of the higher cognitive load associated with writing tasks versus responses to in-video questions. The findings also revealed a strong positive association (R2=0.45) between student completion of the in-video quizzes and course grade. It is not surprising that quiz attempts reflect performance. However, it is important to consider the interaction between the correct and incorrect responses. Above a certain threshold of positive answers, the association between incorrect in-video quiz submissions and final grade becomes negative. The study has implications on how analytics are interpreted and how instructors can frame feedback to foster SRL skills
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Copyright 2017 The author(s). This work is made available under a Creative Commons Attribution 4.0 International licence.