Two sides of the same coin: video annotations and in-video questions for active learning

Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of stu...

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Bibliographic Details
Published inEducational technology research and development Vol. 69; no. 5; pp. 2571 - 2588
Main Authors Mirriahi, Negin, Jovanović, Jelena, Lim, Lisa-Angelique, Lodge, Jason M.
Format Journal Article
LanguageEnglish
Published New York Springer US 01.10.2021
Springer
Springer Nature B.V
Subjects
Active Learning
Annotations
Documentation
Education
Educational Technology
Instructional Effectiveness
Learner Engagement
Learning and Instruction
Learning Strategies
Multimedia Instruction
Questioning Techniques
Research Article
Students
Video
Video Technology
Prior knowledge
Video annotations
Video-based learning
In-video questions
Self-efficacy
Videos
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Summary:Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passive experience of watching an instructional video to a more active one by engaging students with learning strategies designed to promote self-regulated learning and improve content knowledge. This experimental study investigates the impact of in-video questions compared to video annotations on learning and self-efficacy in an experimental setting. Findings revealed that learners who annotated videos had higher self-efficacy than those who completed in-video questions likely due to the immediate feedback received from the in-video questions. The study further concluded that prior knowledge plays a critical role in selecting appropriate active learning strategies, suggesting that video annotations be considered when students have prior knowledge about a topic whereas in-video questions with immediate feedback be interspersed in videos when students do not have prior knowledge about a topic.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-021-10041-4