Exploring The Impact of Video-Based Announcements on Students' Academic Performance and Engagement in an Asynchronous Online Course

• In Event: AERA Graduate Student Research-in-Progress Session 3
  In Roundtable Session: Identity, Engagement, and Inclusion in Learning and Instruction (Table 3)

Abstract

This sequential explanatory mixed-methods study attempts to address whether video-based announcements impact students' academic performance and engagement differently than text-based announcements in a primarily text-based asynchronous online course at a Midwestern University. This study will consist of two groups: the control group (n=45) will receive text-based announcements, and the experimental group (n=45) will receive video-based announcements. The independent variable for this study is the format of the weekly announcements, whereas the dependent variables are total assignment scores (academic performance) and self-reported engagement. The community of inquiry (CoI) theory will be used as the theoretical framework for the study (Garrison et al., 2001).

Author

• Sharif Shahadat, Northern Illinois University