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Zhang, Lili; Cheng, Jiaming; Lei, Jing; Wang, Qiu – Education and Information Technologies, 2023
Large classroom configurations and lecture-centered pedagogy discourage student engagement. The advances in educational technology have empowered instructors to fill the gap. This study designed a digital question board (DQB) on digital canvas to facilitate student engagement in large lecture classes. A mixed-methods study with a quasi-experiment…
Descriptors: Learner Engagement, Classroom Environment, Lecture Method, Educational Technology
Yi Zhang; Ke Xu; Yun Pan; Zhongling Pi; Jiumin Yang – Active Learning in Higher Education, 2025
The current study investigated the effects of segmentation design and drawing on college students' video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all…
Descriptors: College Students, Video Technology, Lecture Method, Eye Movements
Jaeseo Lim; Yongmin Shin; Seunghee Lee; Myung-Sun Chun; Jooyong Park; Jungjoon Ihm – Journal of Experimental Education, 2024
This study compared undergraduate students' learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded…
Descriptors: Discussion (Teaching Technique), Student Centered Curriculum, Learning Activities, Undergraduate Students
Aalioui, Lockman; Gouzi, Fares; Tricot, André – Advances in Physiology Education, 2022
Lectures constitute a basic component of physiology instruction in scientific and healthcare curricula. Technological progress has allowed a switch from face to face to video lectures, yet there is no evidence of video efficacy in physiology. Because videos increase the cognitive load during a learning task, identifying tools that decrease…
Descriptors: Cognitive Processes, Difficulty Level, Video Technology, Lecture Method
Pi, Zhongling; Zhang, Yi; Liu, Caixia; Zhou, Weichen; Yang, Jiumin – Instructional Science: An International Journal of the Learning Sciences, 2023
This electroencephalography (EEG) study tested the benefits of generative learning and the underlying neural mechanism of these benefits when learning from video lectures. Twenty-six Chinese young adults independently viewed two video lectures in a repeated measures design. Each video lecture was broken into 40 segments, and after each segment,…
Descriptors: Learning Strategies, Cognitive Processes, Brain, Brain Hemisphere Functions
Di Blas, Nicoletta – Research on Education and Media, 2022
What 'sources' of knowledge do higher education students draw on, to prepare for exams? And has the pandemic made any difference? The study presented in this paper addresses these questions, in the belief that gaining awareness of the sources through which students learn is important for the instructional design of the courses and the evaluation…
Descriptors: Higher Education, Information Sources, Test Preparation, College Students
Hsu, Hui-Yu; Yao, Chen-Yu; Lu, BingYang – International Journal of Science and Mathematics Education, 2023
In this study, we aim to investigate the types of questions that Taiwanese mathematics teachers pose and in which instructional situations they do so during mathematics lessons at the secondary school level. The classroom teaching of six experienced mathematics teachers was analyzed. Quantitative analysis showed that the mathematics teachers tend…
Descriptors: Foreign Countries, Mathematics Teachers, Questioning Techniques, Secondary School Teachers
Costley, Jamie; Fanguy, Mik; Lange, Chris; Baldwin, Matthew – Journal of Computing in Higher Education, 2021
Ideally, instruction should be delivered in a way that reduces the processing of information that does not contribute to learning (extraneous load) and increases cognitive processing that contributes to learning (germane load). One way students might effectively manage extraneous load is through specific video lecture viewing strategies to control…
Descriptors: Video Technology, Lecture Method, Instructional Effectiveness, Learning Strategies
Pi, Zhongling; Zhang, Yi; Yu, Qi; Yang, Jiumin – Educational Technology Research and Development, 2023
Much effort has been put into the design of video lectures, but little attention has been paid to the social environment in which learning takes place. The present study addressed this gap by assigning Chinese undergraduate and graduate students who had passed the College English Test-4 to learn easy or difficult English vocabulary words in three…
Descriptors: Video Technology, Lecture Method, Social Environment, Undergraduate Students
Huangfu, Qian; Li, Hong; Tang, Sanshan; Wang, Jianrong; Liu, Qian; Chen, Guojun – Chemistry Education Research and Practice, 2022
Although the chemical literature contains many studies of multimedia-based learning and teacher enthusiasm, there is a paucity of research on whether and to what extent teacher enthusiasm in video lectures affects students' learning, especially in chemistry. In this context, this mixed-method study used eye tracking and quantitative analysis to…
Descriptors: Teacher Attitudes, Chemistry, Science Instruction, Middle School Students
Qian Huangfu; Qianmei He; Sisi Luo; Weilin Huang; Yahua Yang – Journal of Computer Assisted Learning, 2025
Background: Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video…
Descriptors: Chemistry, Science Instruction, Teacher Student Relationship, Teacher Response
Trenholm, S.; Hajek, B.; Robinson, C. L.; Chinnappan, M.; Albrecht, A.; Ashman, H. – International Journal of Mathematical Education in Science and Technology, 2019
The use of recorded lecture videos (RLVs) in mathematics instruction continues to advance. Prior research at the post-secondary level has indicated a tendency for RLV use in mathematics to be negatively correlated with academic performance, although it is unclear whether this is because regular users are generally weaker mathematics students…
Descriptors: Undergraduate Students, College Mathematics, Mathematics Instruction, Learner Engagement
Hughes, Christopher; Costley, Jamie; Lange, Christopher – Distance Education, 2019
An important part of online courses is the delivery of instruction via video lectures. Video lectures should use media effectively to reduce extraneous load and maximize cognitive processing, thereby helping students to learn. Instructors may be able to reduce extraneous load by varying the number of audio and visual media used. This study…
Descriptors: Multimedia Instruction, Multimedia Materials, Video Technology, Lecture Method
Wang, Haiping; Yu, Guoxing – International Journal of Listening, 2021
Listen-to-summarize cloze (LSC) tasks are not rare in high-stakes language tests; however, we know little about what test-takers do during the tasks. In our study, we examined 16 students' think-aloud protocols (TAPs) which were recorded while they were completing two LSC tasks. The analysis of the 16 TAPs indicated iterative cognitive processes…
Descriptors: Cognitive Processes, Cloze Procedure, Language Tests, High Stakes Tests
Shadiev, Rustam; Chien, Yu-Cheng; Huang, Yueh-Min – SAGE Open, 2020
Scholars suggest that not every student completely comprehends the content of a lecture in a foreign language as the medium of instruction, especially in the case of those with low language ability. To facilitate comprehension of lectures in a foreign language, learning content was presented to students in multiple modalities; that is, in addition…
Descriptors: Comprehension, Language of Instruction, Lecture Method, English (Second Language)