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Direct linkDerek McClellan; Raymond J. Chastain; Marci S. DeCaro – Journal of Computing in Higher Education, 2024
Use of online video lectures is increasingly common. However, students may struggle to self-regulate their attention and passively process the content. This study examined whether, and for whom, different types of embedded learning prompts improve student learning from video lectures. Undergraduate physics students (N = 253) watched an online,…
Descriptors: Video Technology, Electronic Learning, Lecture Method, Prompting
Sebastian Gombert; Aron Fink; Tornike Giorgashvili; Ioana Jivet; Daniele Di Mitri; Jane Yau; Andreas Frey; Hendrik Drachsler – International Journal of Artificial Intelligence in Education, 2024
Various studies empirically proved the value of highly informative feedback for enhancing learner success. However, digital educational technology has yet to catch up as automated feedback is often provided shallowly. This paper presents a case study on implementing a pipeline that provides German-speaking university students enrolled in an…
Descriptors: Automation, Student Evaluation, Essays, Feedback (Response)
Patrick B. Johnson; Corinna Singleman; Jennifer Valad; Eva Fernandez; Nathalia Holtzman – College Teaching, 2025
This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP).…
Descriptors: College Mathematics, Mathematics Teachers, Mathematics Instruction, College Faculty
