LearnTechLib Digital Library

The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses

,

American Journal of Distance Education Volume 19, Number 4, ISSN 0892-3647

Record type: ARTICLE

Abstract

The purpose of this study was to investigate the potential of a constructivist approach to context-based video instruction for enhancing learning. To achieve this purpose, the authors examined whether video-based instruction that was developed using constructivist theory can affect student learning (i.e., comprehension and retention) and motivation (i.e., attention, relevance, confidence, and satisfaction) by comparing learners' perceptions of both video-based instruction and traditional text-based instruction in an online context-based lesson. There was a significant difference in learners' motivation in terms of attention between the video-based instruction and traditional text-based instruction. In addition, the learners reported that the video-based instruction was more memorable than the traditional text-based instruction. This study implies that context-based videos in online courses have the potential to enhance learners' retention and motivation.

Citation

Choi, H.J. & Johnson, S.D. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. Retrieved April 26, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords