Online Video Learning: The Effect of Self-Explanation
Christopher Devers, Erin Devers, Alexandra Alayan, Cody Reaves, Indiana Wesleyan University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Self-reflection is an activity that past research suggests can increase learning. Given the continued growth of online learning and videos, research on the relationship between online video learning and self-explanation should be explored. We investigated self-explanation’s role in online video learning. All participants completed a pretest and post-test and watched a Khan Academy video that demonstrated how to solve a probability math problem. Students in the control group did not self-explain, while the students in the experimental condition created a video that required them to self-explain what they had learned. Results revealed that the creation of a self-explanation video did not significantly improve post-test scores over the control group, but both groups benefited from watching the video.
Devers, C., Devers, E., Alayan, A. & Reaves, C. (2013). Online Video Learning: The Effect of Self-Explanation. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 649-652). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)