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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
The Impact of Question Embedded Video-Based Learning Tool on e-Learning Effectiveness
Ömer Faruk VURAL
Gaziantep Üniversitesi
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
The Impact of Question Embedded Video-Based Learning Tool on e-Learning Effectiveness
Ömer Faruk VURAL
Gaziantep Üniversitesi
Abstract :

Film and video as powerful complement have been promoted to classroom instruction since 1950. More than half of all distance education programs have used some form of video materials. The internet technologies provide new possibilities for delivering educational video more easily ever before. Therefore, instructors at all levels have another opportunity to incorporate video and interactive materials in their classrooms as complement. Prior studies investigated on the learning outcomes of video-based instruction delivered as distance education. In these studies, video-based instruction either broadcasting through TV programs or stores on CDROMs was mainly used as educational material.

Recent studies on advanced multimedia and communication technologies have showed that the non-linear, interactive digital video technology allows students to interact with instructional video that may increase students’ engagement with learning material, and hence improve students’ learning. The research was mainly focused on investigating the eff ect of question embedded in interactive video-based learning tool on e-learning eff ectiveness. A question embedded video-based learning tool and a simple video-based learning tool are placed in Moodle course website including video lectures, course instruction, and pre and post-test. This research was conducted based on two theories which are cognitive information processing theory and constructivism theory.

Video-based learning through online education was used to teach the junior level undergraduate course (n=318; 205 males and 113 females) Computer II class, the spring semester of 2012 at Gaziantep University. The convenience sampling method was used to randomly assign the students into the treatment groups. The research was performed on the two groups. The first group consisted of elementary mathematics teacher and primary school teacher education students and the second group consisted of Turkish teacher and psychological counseling and guidance education students. Two different course materials were developed and used to teach the same content and the same exams were performed to evaluate to the students achievement. The first group, video-based learning materials and the second group, question embedded video-based learning materials were delivered through online. The only diff erence between groups was the student interactions with the developed materials.

The data sources from students were collected in several ways: (a) Computer knowledge survey, (b) pretest used as covariance, (c) posttest used to evaluate the learning tools, (d) recorded data about the interaction of the students with the short video. A regression analysis was conducted to determine the eff ect of interaction with question embedded video-based learning tool on student achievement. ANCOVA analysis was conducted to analyze the relative eff ectiveness of two instructional activities. The study results showed that simply incorporating video into e-learning environment may not always result with improving learning. Question embedded video-based learning tool that provides individual control video and spend more time to finish learning content may lead to better learning outcomes and higher learner satisfaction.

Keywords : video-based learning, e-learning, online learning
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