Comparing Learning From Observing Dialogue and Monologue Videos

• In Event: AERA Poster Session 1
  In Poster Session: Integrating Technology in Education (San Diego)

Abstract

Instructional videos have been increasingly critical to afford effective learning experience in online courses, but most videos follow a lecturing monologue delivery format and lead to the observing students’ passive learning. Laboratory studies have indicated observing dialogue videos are more likely to enhance student learning than watching monologue videos but translating those findings into classroom settings calls for empirical investigations. This proposal showcased three empirical studies that compared student learning from observing dialogue and monologue videos in large-scale college-level online courses. The findings confirmed that observing dialogue videos are more effective than observing monologue videos, especially in improving student understanding of difficult questions. Implications from those three studies will be discussed in detail at the presentation.

Authors

• Yingxiao Karen Qian, University of South Carolina

• Yi-Chun Hong, Arizona State University

• Michelene T.H. Chi, Arizona State University