Reduce External Tutoring by Using Videos in Online College Courses

Three years of data for 5,617 college online introductory statistics students were examined to

determine if embedded course videos reduced incidences of external course tutoring. The

frequency of external tutoring in course sections that used embedded videos was significantly

reduced by 55% when compared to courses that did not use embedded course videos. These

findings were consistent with an earlier study by Griffith & Faulconer (2022) where a

statistically significant 40% reduction was found with a smaller sample size (26 months of

data). Additionally, study results revealed a significant 51% reduction of tutoring hours for

course sections that used embedded course videos. It was theorized that eliminating the need

for students to seek external tutoring reduced cognitive load and friction for students which is

particularly important in STEM courses taught in an online format. Recommendations include

replicating this study methodology in traditional university settings with standard 16 week

terms. Study results support the idea that faculty can use embedded course videos to reduce

cognitive load and friction and reduce reliance on external tutoring by external tutoring

organizations.