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The effect of problem-based video instruction on learner satisfaction, comprehension, and retention in college courses
DISSERTATION

, University of Illinois at Urbana-Champaign, United States

University of Illinois at Urbana-Champaign . Awarded

Abstract

The main purpose of this study is to identify the actual effects of the two major components (i.e., video and group discussion) of problem-based video instruction on students' learning. To achieve this purpose, this study examined whether problem-based video instruction can improve learner satisfaction, comprehension, and retention by comparing the results from three dependent variables in a problem-based video instruction with those in two other kinds of instruction: (a) problem-based text instruction and (b) problem-based video instruction without group discussion. In addition, this study examined students' perceptions of knowledge transfer through a one-on-one interview.

According to the findings, there were significant differences in learner satisfaction, comprehension, and delayed retention between problem-based video instruction and problem-based text instruction groups, whereas there were no significant differences in learners' satisfaction, comprehension, and delayed retention between problem-based video instruction and problem-based video instruction without group discussion. In addition, students who saw real-life situations through a video format expressed higher confidence in their ability to transfer the learning to similar and new contexts than students who saw them through a text format. This study implies that problem-based video instruction in college courses have the potential to enhance student satisfaction, comprehension, delayed retention, and confidence in their knowledge transfer.

Citation

Choi, H.J. The effect of problem-based video instruction on learner satisfaction, comprehension, and retention in college courses. Ph.D. thesis, University of Illinois at Urbana-Champaign. Retrieved July 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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