Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments

• Published in: Computers and education Vol. 78; pp. 312 - 320
• Main Authors: Delen, Erhan, Liew, Jeffrey, Willson, Victor
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.09.2014
• Subjects: Cross sections; Design engineering; Distance learning; Graduates; Human–computer interface; Intelligent tutoring systems; Interactive; Interactive learning environments; Learning; Media in education; Multimedia/hypermedia systems; Strategy; Students; Multimedia/hypermedia systems; Interactive learning environments; Human–computer interface; Media in education; Intelligent tutoring systems
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2014.06.018

Online learning often requires learners to be self-directed and engaged. The present study examined students' self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students' self-regulated or self-directed learning on students' learning behaviors and outcomes. In addition, correspondence between students' self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students' learning performance. In addition, there was correspondence between graduate students' self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking. •We designed a new online enhanced video environment.•The effect of interactivity on students' learning outcomes and behaviors were examined.•A cross-sectional experimental research design was utilized.•Interactivity affected students' performance in online video-based learning environments.•Positive relationship between students' self-regulation and interactivity was found.