Abstract
Three years of data were examined for an introductory college statistics course comparing results pre and post implementation of videos in support of discussions, assignments, homework, quizzes, and exams. Frequency of external tutoring was significantly reduced (55%) and the number of tutoring hours was reduced by 51% for the course sections that included embedded videos. In this study, videos reduced the amount of extraneous cognitive load experienced by students since using tutoring resources external to the course requires additional time and effort on the part of students and tutors. A significant majority of students agreed or strongly agreed that the videos helped them understand course concepts and how to perform course calculations.
| Original language | American English |
|---|---|
| State | Published - Feb 7 2023 |
| Externally published | Yes |
| Event | Academic Innovation 2023 Virtual Conference - Virtual Duration: Feb 7 2023 → … |
Conference
| Conference | Academic Innovation 2023 Virtual Conference |
|---|---|
| Period | 2/7/23 → … |
Keywords
- STEM Online Learning
- Videos
- Tutoring
- Scaffolding
Disciplines
- Education
- Educational Methods
- Higher Education
- Scholarship of Teaching and Learning