The impact of online video lecture recordings and automated feedback on student performance

• Published in: Computers and education Vol. 54; no. 4; pp. 992 - 998
• Main Authors: Wieling, M.B., Hofman, W.H.A.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.05.2010; Elsevier
• Subjects: Automation; Blended Learning; Comparative Analysis; Computer Assisted Instruction; Computer Assisted Testing; Computer Software; Computer Software Evaluation; Educational Strategies; Educational Technology; Electronic Learning; Evaluation of CAL systems; Feedback (Response); Grade Point Average; Improving classroom teaching; Instructional Design; Instructional Effectiveness; Interactive learning environments; Law Related Education; Lecture Method; Media in education; Multiple Choice Tests; Post-secondary education; Predictive Measurement; Predictor Variables; Regression (Statistics); Video Technology; Web Based Instruction; Evaluation of CAL systems; Interactive learning environments; Media in education; Improving classroom teaching; Post-secondary education
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2009.10.002

To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only, 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online.