Using transparent whiteboards to boost learning from online STEM lectures

• Published in: Computers and education Vol. 120; pp. 146 - 159
• Main Authors: Stull, Andrew T., Fiorella, Logan, Gainer, Morgan J., Mayer, Richard E.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.05.2018
• Subjects: Multimedia learning; Online learning; Representational competence; Social agency; STEM learning; Representational competence; Online learning; Multimedia learning; STEM learning; Social agency
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2018.02.005

Research is needed to understand how best to design online videos that foster learning. This study explored the effects of using transparent whiteboards, which allow the instructor to stand behind a transparent glass board and face the students to write and draw while providing a concurrent explanation of the material. Specifically, the affordances of transparent whiteboard lessons might better follow design principles of multimedia learning and foster social agency compared to conventional whiteboard lessons, thereby promoting learning. In two experiments, college students viewed a 20-min Organic Chemistry video lecture with the instructor using either a conventional whiteboard or a transparent whiteboard. Results indicated that students who viewed transparent whiteboard lessons performed better on immediate posttests (Experiment 1 and 2) at interpreting the configuration of spatial diagrams and at explaining key concepts. Students viewing transparent whiteboard lessons also reported more positive ratings of their lecture experience. However, Experiment 2 indicated that the benefits of learning from transparent whiteboards did not persist on a delayed posttest. Overall, this study provides the first systematic investigation of the effects of using transparent whiteboards in video-based instruction. [Display omitted] •Spatial problem-solving performance was better following transparent rather than conventional whiteboard video lessons.•Conceptual knowledge performance was better following transparent rather than conventional whiteboard video lessons.•Social partnership with the instructor was higher following transparent rather than conventional whiteboard video lessons.•There was no noticeable difference between the two lecture methods on testing after a one week delay.