scholarly journals The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom

10.28945/4131 ◽  
2018 ◽  
Vol 17 ◽  
pp. 471-484 ◽  
Author(s):  
Mik Fanguy ◽  
Jamie Costley ◽  
Christopher Lange ◽  
Matthew Baldwin ◽  
Seunglock Han
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Future Research ◽  
Valuable Insight ◽  
Video Lecture ◽  
Conflicting Information ◽  
Video Lectures ◽  
E Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments.

scholarly journals The positivity principle: do positive instructors improve learning from video lectures?

2021 ◽  
Author(s):  
Alyssa P. Lawson ◽  
Richard E. Mayer ◽  
Nicoletta Adamo-Villani ◽  
Bedrich Benes ◽  
Xingyu Lei ◽  
...  
Keyword(s):  
Positive Emotions ◽  
Eye Gaze ◽  
Negative Emotions ◽  
Body Movement ◽  
Instructional Video ◽  
Test Experiment ◽  
Video Lecture ◽  
Video Lectures ◽  
Short Video ◽  
E Learning

AbstractThe positivity principle states that people learn better from instructors who display positive emotions rather than negative emotions. In two experiments, students viewed a short video lecture on a statistics topic in which an instructor stood next to a series of slides as she lectured and then they took either an immediate test (Experiment 1) or a delayed test (Experiment 2). In a between-subjects design, students saw an instructor who used her voice, body movement, gesture, facial expression, and eye gaze to display one of four emotions while lecturing: happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). First, learners were able to recognize the emotional tone of the instructor in an instructional video lecture, particularly by more strongly rating a positive instructor as displaying positive emotions and a negative instructor as displaying negative emotions (in Experiments 1 and 2). Second, concerning building a social connection during learning, learners rated a positive instructor as more likely to facilitate learning, more credible, and more engaging than a negative instructor (in Experiments 1 and 2). Third, concerning cognitive engagement during learning, learners reported paying more attention during learning for a positive instructor than a negative instructor (in Experiments 1 and 2). Finally, concerning learning outcome, learners who had a positive instructor scored higher than learners who had a negative instructor on a delayed posttest (Experiment 2) but not an immediate posttest (Experiment 1). Overall, there is evidence for the positivity principle and the cognitive-affective model of e-learning from which it is derived.

Student motivations as predictors of high-level cognitions in project-based classrooms

2014 ◽  
Vol 15 (3) ◽  
pp. 231-247 ◽  
Author(s):  
Jonathan Stolk ◽  
Janie Harari
Keyword(s):  
Critical Thinking ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Regression Models ◽  
Cognitive Engagement ◽  
Task Value ◽  
High Level ◽  
Student Motivations ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students’ valuing of the learning tasks, adoption of internalized goal orientations, and development of personal agency. In this study, we test these relationships by generating multiple regression models that use motivational variables to predict college students’ use of elaboration and critical thinking in project-based courses. We find that elaboration strategies are significantly and positively predicted in regression models based on task value and intrinsic goal orientation or on task value and self-efficacy. Regression analyses illustrate that models based on task value and intrinsic goal orientation, in combination with either self-efficacy or extrinsic goal orientation, described students’ use of critical thinking strategies. These findings support prior research that shows that student motivations are significantly tied to their use of cognitive strategies. The findings extend the existing research base by illustrating the extent to which student motivations may be used to predict cognitive engagement in active, project-based environments.

scholarly journals Replay-peak attention chart: A performance measure for improving online video lecture design

2020 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Nitza Geri ◽  
Orna Kopolovich ◽  
Amir Winer
Keyword(s):  
Operations Management ◽  
Design Science ◽  
Performance Measure ◽  
Future Research ◽  
Limited Attention ◽  
Online Video ◽  
Proof Of Concept ◽  
Statistical Process ◽  
Video Lecture ◽  
Video Lectures

The ability to replay selected video segments is a major advantage of online video lectures. Replay is a learning instance that reflects active engagement. This paper develops the ‘replay-peak attention chart’ as a new performance measure of learner’s attention, based on the control chart concept, which is used for Statistical Process Control (SPC) in operations management. This study follows the design science research paradigm and employs a mixed methods methodology, combining quantitative learning analytics with qualitative analysis of notable segment replay instances by viewers of online video lectures. An analysis of a successful Massive Open Online Course (MOOC), titled “Negotiation Management” provides a proof-of-concept for the replay-peak attention chart, as a visual heuristic tool for identifying notable learning instances. The MOOC includes Educational Entertainment (edutainment) in the form of negotiation simulations which are presented as sitcoms, and are meant to increase learner engagement. From an attention economy perspective, the replay-peak attention chart may help instructors and designers to focus their limited attention resources on segments of online video lecture sessions that may require pedagogical interventions. This paper critically discusses the replay-peak attention chart conceptualization and its initial proof-of-concept. It suggests future research directions for substantiating the replay-peak attention chart, and investigating the effect of edutainment on online learning. The replay-peak attention chart is a dynamic descriptive performance measure, which has a promising potential to improve the design of effective online video lectures as an e-learning resource.

Efficiency and Performance of Work Teams in Collaborative Online Learning

2009 ◽  
pp. 444-450
Author(s):  
Éliane M.F. Moreau
Keyword(s):  
Online Learning ◽  
Virtual Teams ◽  
New Technology ◽  
Network Capacity ◽  
Local Network ◽  
Future Research ◽  
E Learning ◽  
And Performance ◽  
Interaction Efficiency ◽  
Methodological Considerations

Online learning, or e-learning, can be an interesting way of encouraging employees to collaborate in performing their work (Fichter, 2002). For example, it can help employees to learn quickly and efficiently, without the inconvenience of absence from the workplace. It can take place at the location desired by the employee, for example, at the office or at home, when the employee wants and needs it, and at a suitable pace (Mingasson, 2002). Employees can, therefore, control their learning progress without having to travel to a classroom. Some find online learning less intimidating and less risky than classroom-based courses given by trainers (Fichter, 2002). If online learning is to be effective, however, employees need a high local network capacity, an Internet connection, and a computer support system to ensure that both hardware and software function properly (Muianga, 2005). The purpose of the research described in this article is to examine the impact of interaction efficiency on the ability of teams to work together and on their learning performance. The article begins by examining the main variables of e-learning use, and goes on to propose a model of work team efficiency and performance in collaborative online learning. It also presents the study’s methodological considerations. Pilot projects were carried out in two universities in Québec, Canada. Virtual teams of five students were formed, and an academic task was handed in to the professors in charge of the projects. The students then completed a questionnaire. The article analyses the benefits of using new technology in university-level courses, and proposes avenues for future research.

scholarly journals Influence of Learning Objects of Graphics Architecture on Motivation

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093588
Author(s):  
Juan A. Melian-Melian ◽  
Jorge Martin-Gutierrez
Keyword(s):  
University Students ◽  
Goal Orientation ◽  
Student Motivation ◽  
Learning Objects ◽  
Teaching Staff ◽  
University Degree ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal ◽  
Proactive Role

The proactive role of university students demands that teaching staff engage in attempts at motivating students to make greater efforts at building knowledge by providing them with resources that facilitate learning. This paper provides details of a study that has involved designing and building Learning Objects (LOs) for Architectural Graphic Expression and inserting them into a university degree as a teaching aid to study their influence on student motivation. Findings show that the use of LOs in Architectural Graphic Expression produces significant improvement in students’ intrinsic goal orientation, which is fundamental to the development of deeper learning.

Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

2015 ◽  
Vol 11 (3) ◽  
pp. 77-89 ◽  
Author(s):  
Salah Zogheib
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Computer Technology ◽  
Self Efficacy ◽  
Computer Use ◽  
Computer Training ◽  
Technology Experience ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal ◽  
Computer Courses

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers' self-efficacy, control of learning beliefs, value-related beliefs--intrinsic goal orientation, extrinsic goal orientation, and task value--prior computer technology experience, frequency of computer use for general purposes, and computer use in single computer courses. Participants in the study were 227 preservice teachers enrolled in a one year bachelor's of education program. Regression analyses yielded significant results about the frequency of computer use for general purposes and intrinsic goal orientation. Self-efficacy and prior computer technology experience were significantly correlated with computer use in single computer courses. The findings send a clear message about the necessity to consider preservice teachers' beliefs, personal use of computer technology, and prior computer technology experience when designing computer courses.

scholarly journals The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities

10.28945/3728 ◽  
2017 ◽  
Vol 16 ◽  
pp. 189-207 ◽  
Author(s):  
Jamie Costley ◽  
Christopher Hughes ◽  
Christopher Lange
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Student Engagement ◽  
Online Courses ◽  
The Body ◽  
Future Research ◽  
Body Of Knowledge ◽  
Video Lectures ◽  
Time Parameters ◽  
Positive Correlations

Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801) were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively) all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners : Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for researchers to conduct further research into the interplay between ways instructors can design their instruction in order to encourage learners to better experience online learning.

scholarly journals Impact of pairing an augmented reality demonstration with online video lectures… Does it improve students’ performance?

2021 ◽  
Vol 16 (4) ◽  
pp. 91
Author(s):  
Surendheran Kaliyaperumal ◽  
Mohd Helmy Abd Wahab ◽  
K. Martin Sagayam ◽  
Radzi Ambar ◽  
Hazwaj Mhd Poad
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Online Video ◽  
Video Lecture ◽  
Video Lectures ◽  
E Learning ◽  
Recent Trends ◽  
Institute Of Technology ◽  
The Impact ◽  
Paired T Test

Due to the increased shifts in recent technologies, the education sector has also started to reshape itself to face the future. Augmented Reality (AR) and Virtual Reality (VR) are among the few recent trends that drive this shift forward. This study was set to study the impact of pairing a video lecture course with an AR presentation. A class of multimedia students (N=33) from Vellore Institute of Technology, Vellore, India; underwent an experiment of watching a video lecture module and attending a quiz. The same class again went through a similar test where they had to watch video lectures, get to experience what they learned in Augmented Reality for 10minutes, and then appeared for the quiz. The paired t-test conducted on the two sets of scores obtained by the class indicates a statistically significant increase in the average final scores when AR experience is paired with the video lectures. The feedback from the students was also positive on the AR experience.   Keywords: Augmented reality, Education, e-learning, Video lectures

scholarly journals Motivation Factors for Elementary School Students

2021 ◽  
Vol 3 (1) ◽  
pp. 1-10
Author(s):  
Luka Pongračić ◽  
Dea Lazić Hasanagić ◽  
Ljiljana Tadić Komadina
Keyword(s):  
Elementary School ◽  
Goal Orientation ◽  
Elementary School Students ◽  
Primary Schools ◽  
Living Environment ◽  
School Students ◽  
Motivation Factors ◽  
Intrinsic Goal Orientation ◽  
Extrinsic Goal ◽  
Intrinsic Goal

It is not hard to recognise motivated student. He is interested, curious, active, enthusiastic and does not give up when encounters difficulties, but thinks for further education. Motivation during schooling is highly related to a student’s later academic achievement and it is therefore very important to encourage it. This paper discusses the motivation factors and affective component for elementary school students. The empirical research has been carried out through a questionnaire based on the instrument Motivated Strategies for Learning Questionnaire (MSLQ) designed and adjusted for researching intrinsic goal orientation, extrinsic goal orientation and anxiety of Croatian elementary school students (1st – 4th grade). The sample of this research consisted of 311 primary school students from rural (N = 103) and urban (N = 208) primary schools. The research was conducted during 2019 in several Croatian counties. The aim of the paper is to determine levels of three motivation factors: intrinsic goal orientation, extrinsic goal orientation and anxiety as an important predictor of future academic success. Secondary goal is to determine differences according to gender, age and the living environment of students. The results had shown that the overall level of motivation of the participants is high from which it is evident that students are highly motivated to work, especially female students. The results also show high level of intrinsic goal orientation, higher level of extrinsic goal orientation and test anxiety comparing to Duncan et. al. (2015) results.

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