Effect of Embedded Streaming Video Strategy in an Online Learning Environment on the Learning of Neuroscience
The study investigated the effectiveness of the embedded streaming video strategy in an online learning environment on declarative knowledge learning of neuroscience. The design used in this study was the posttest-only control-group design. A sample of 92 undergraduate students from an institution located in the Midwestern region of the United States participated in this study. The students in the experimental group received online text-based instruction with static graphics and embedded streaming video, while the control group received the online text-based instruction with static graphics.
No significant difference in students’ immediate learning performance was found as measured by the content-related immediate posttest; however, a significant difference was found in students’ knowledge retention as measured by the content-related retention posttest. Adding streaming video to the online learning environment is recommended as one way to enhance retention of student declarative knowledge learning.
||Distance Education, Online Learning, Streaming Video and Video Streaming
The International Journal of Learning, Volume 17, Issue 11, pp.17-28.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 768.657KB).
Lecturer, Department of Curriculum, Instruction, and Educational Technology, Chulalongkorn University, Bangkok, Thailand
Dr. Pornsook Tantrarungroj is a lecturer in the Department of Curriculum, Instruction, and Educational Technology, Faculty of Education, Chulalongkorn University, Thailand. Dr. Pornsook Tantrarungroj received her Ph.D. degree from Indiana State University in 2008. Her academic background is in Curriculum and Instruction with an emphasis in Educational Technology. She has extensive knowledge of computer applications, website design, and data analysis. Her research interests are teaching and learning style, multimedia integration, and instructional strategy which include the development and improvement of various multimedia production systems in both face-to-face and online learning environments.
Associate Professor, Department of Curriculum, Instruction, and Media Technology, Indiana State University, Terre Haute, Indiana, USA
Dr. Feng-Qi Lai currently is an associate professor in the Department of Curriculum, Instruction, and Media Technology, Bayh College of Education, Indiana State University. Dr. Feng-Qi Lai received her Ph.D. degree in Educational Technology from Purdue University in 1997. She worked in Educational Technology business in Chicago for four and a half years. Her research interests include learning, motivation, impact of various instructional strategies, and integration of computer technology in teaching and learning, including design, development, and implementation of interactive multimedia strategies.
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