Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos

Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos

Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction wi...

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Bibliographic Details
Published in:CBE life sciences education Vol. 18; no. 4; p. ar55
Main Authors: Choe, Ronny C, Scuric, Zorica, Eshkol, Ethan, Cruser, Sean, Arndt, Ava, Cox, Robert, Toma, Shannon P, Shapiro, Casey, Levis-Fitzgerald, Marc, Barnes, Greg, Crosbie, Rachelle H
Format: Journal Article
Language:English
Published: United States American Society for Cell Biology 01-12-2019
Subjects:
Asynchronous Communication
College Students
Education, Distance
Educational Technology
Female
Humans
Learner Engagement
Learning
Lecture Method
Online Courses
Personal Satisfaction
Student Attitudes
Student Satisfaction
Students
Surveys and Questionnaires
Teaching Methods
Teaching Styles
Technology Uses in Education
Video Technology
California (Los Angeles)
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Summary:Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, "coding online asynchronous lectures" (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer's multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.
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Author contributions: R.C.C., Z.S., and E.E. designed and administered the student survey and created standardized lecture slides, and Z.S. coordinated lecture recording sessions. G.B. and S.C. recorded and edited all video lessons. R.H.C. provided institutional data. R.C.C. completed all statistical analysis, prepared all figures, designed and developed the COAL, coded all student comments, and prepared the article. S.P.T. assisted with article editing. C.S. and M.L.-F. coordinated IRB approvals. R.H.C. designed all video lessons and consulted on all aspects of the project, data analysis, and article preparation.
Data and materials availability: All data needed to evaluate the conclusions are provided as figures or in the Supplemental Material. Any additional data may be requested from the authors.
ISSN:1931-7913
1931-7913
DOI:10.1187/cbe.18-08-0171