Examining How Undergraduate Students' Self-Regulated Learning Unfolds During Video-Based Versus Text-Based Instruction

• In Event: Advancing Self-Regulated Learning in Higher Education: Profiles, Strategies, and Interventions Across Diverse Learning Contexts

Abstract

Instructional videos are multimedia environments that facilitate learning via cognitive process; however, less is known about how they facilitate self-regulated learning (SRL) and how SRL might unfold differently in a dynamic video-based environment versus a more static multimedia environment, like text with images. In this study, undergraduates learned with either dynamic videos or static text and images, and thought aloud during learning. Findings indicated that students who learned from static materials engaged in more instances of rehearsal strategies. A moderated regression revealed a significant interaction between group and positive monitoring, in which increased instances of positive monitoring by the video-based group led to enhanced learning. This research has implications for the design and delivery of instructional videos in STEM.

Authors

• Shelbi Laura Kuhlmann, University of Memphis

• C. Noelle Patterson, University of Memphis

• Haley Siegfried, University of Memphis