University learners’ utilisation of online videos in a general chemistry course

• Published in: Research in learning technology Vol. 30; pp. 1 - 14
• Main Authors: Afacan Adanır, Gülgün, Muhametjanova, Gulshat, Borkoev, Bakyt, Salieva, Kalipa
• Format: Journal Article
• Language: English
• Published: Jarfalla Association for Learning Technology 01-01-2022
• Subjects: Academic Achievement; Chemistry; Coronaviruses; Course Content; COVID-19; Developing countries; Educational Technology; Electronic Learning; English Curriculum; Experiments; Foreign Countries; ict tools; Information technology; Instructional Effectiveness; instructional video; Laboratories; Laboratory Equipment; Laboratory Experiments; LDCs; Lecture Method; Likert Scales; Literature Reviews; Majors (Students); Medical research; Multimedia Instruction; online video; Organic Chemistry; Pandemics; Perceptions; Physics; Public speaking; Research Design; Science education; Science Instruction; Self Concept; Self Efficacy; Software; Statistical Analysis; Student Attitudes; Student Behavior; Student Motivation; Success; Teaching Methods; Technology Acceptance Model; Undergraduate Students; Use Studies; utilisation factors; Variance analysis; Video Technology; Kyrgyzstan
• ISSN: 2156-7077; 2156-7069; 2156-7077
• DOI: 10.25304/rlt.v30.2660

The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners’ utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019–2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1–2 h per week. Also, the learners’ utilisation did not change with regard to their success from watching the videos. Learners’ utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners’ problems and suggestions related to their utilisation of the videos.