Learning From Online Lectures in STEM: Effects of Transparent Whiteboards

• In Event: 53.027 - Devices in the Classroom for Collaboration and Individualization

Abstract

Research is needed to better understand how best to design online videos that foster learning. In two studies, the potential of transparent whiteboard technology was assessed as a method of promoting learning by comparing learning from a 20-minute Organic Chemistry video lecture with the instructor using either a conventional whiteboard or a transparent whiteboard. These two instructional methods inherently differ in the extent to which they follow principles of multimedia learning and to which they support social agency. Results showed that students who viewed transparent whiteboard lessons performed better on posttest at interpreting the configuration of structural diagrams and at explaining key concepts. Students viewing transparent whiteboard lessons also gave higher ratings on self-report measures of their lecture experience.

Authors

• Andrew T. Stull, University of California - Santa Barbara

• Logan Fiorella, University of Georgia

• Richard E. Mayer, University of California - Santa Barbara