TY - JOUR
T1 - Learning from error episodes in dialogue-videos
T2 - The influence of prior knowledge
AU - Ding, Lu
AU - Cooper, Katelyn M.
AU - Stephens, Michelle D.
AU - Chi, Michelene T.H.
AU - Brownell, Sara E.
N1 - Funding Information:
This study was funded by a National Science Foundation IUSE award #1504893 awarded to Michelene Chi and Sara Brownell. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We acknowledge the help of Amy Pate, Christiana Bruchok, David Yaghmourian, Joshua Adams, and Natalie Newton. We thank Logan Gin and Rachel Scott for their feedback on an earlier draft of this manuscript. Finally, we thank the students in the physiology course who took the time to provide feedback so that we can use evidence to make instructional decisions to enhance their experience and our anonymous reviewers for their careful and constructive reviews of prior drafts of this article.
Publisher Copyright:
© 2021. Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
PY - 2021
Y1 - 2021
N2 - In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we investigate the impact of dialogue-videos, and more specifically the effect of errors made by tutees in dialogue-videos, on student learning in the context of an undergraduate biology course. To understand why, we investigated students’ effort spent on watching videos, perceived influence of dialogue-videos, and worksheet completion rates. We found that higher-performing students perceived that they used the dialogue-videos to review content. We also found that higher-performing, but not lower-performing, students learned better from dialogue videos where tutees made errors. We also discuss the complexities of replicating laboratory studies in the classroom and implications of our findings. Implications for practice or policy: • Tutee errors can be intentionally included in dialogue-videos to promote student learning. • When students lack the necessary prior knowledge, monologue-videos may be more effective in presenting the course content. • When using dialogue-videos, instructors can encourage students to collaborate to resolve any confusion in time to maximise the benefit of dialogue-videos in teaching and learning.
AB - In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we investigate the impact of dialogue-videos, and more specifically the effect of errors made by tutees in dialogue-videos, on student learning in the context of an undergraduate biology course. To understand why, we investigated students’ effort spent on watching videos, perceived influence of dialogue-videos, and worksheet completion rates. We found that higher-performing students perceived that they used the dialogue-videos to review content. We also found that higher-performing, but not lower-performing, students learned better from dialogue videos where tutees made errors. We also discuss the complexities of replicating laboratory studies in the classroom and implications of our findings. Implications for practice or policy: • Tutee errors can be intentionally included in dialogue-videos to promote student learning. • When students lack the necessary prior knowledge, monologue-videos may be more effective in presenting the course content. • When using dialogue-videos, instructors can encourage students to collaborate to resolve any confusion in time to maximise the benefit of dialogue-videos in teaching and learning.
KW - dialogue-videos
KW - errors
KW - mixed methods research
KW - monologue-videos
KW - prior knowledge
UR - http://www.scopus.com/inward/record.url?scp=85118130302&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85118130302&partnerID=8YFLogxK
U2 - 10.14742/ajet.6239
DO - 10.14742/ajet.6239
M3 - Article
AN - SCOPUS:85118130302
SN - 1449-5554
VL - 37
SP - 20
EP - 32
JO - Australasian Journal of Educational Technology
JF - Australasian Journal of Educational Technology
IS - 4
ER -