Student-Produced Videos Can Enhance Engagement and Learning in the Online Environment
Stanley, Denise; Zhang, Yi (2018). Online Learning, v22 n2 p5-26. Retrieved from: https://eric.ed.gov/?id=EJ1181370
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examining87Students, gradePS
Distance Learning Rapid Review
Review Details
Reviewed: March 2021
- Distance Learning Rapid Review (findings for Online Student-Generated Video Project)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Passing course |
Online Student-Generated Video Project vs. Business as usual |
0 Days |
Full sample;
|
72.90 |
67.30 |
No |
-- | |
|
Total class points |
Online Student-Generated Video Project vs. Business as usual |
0 Days |
Full sample;
|
74.10 |
72.43 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 59%
Male: 41% -
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California
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Ethnicity Hispanic 33% Not Hispanic or Latino 67%
Study Details
Setting
The study was conducted at a university located in California. Participants were undergraduate students who took an upper division online college course, focused on economics, which is required for all students pursuing a bachelor's degree in business administration. The study leveraged students from two sections of this economics course in the spring of 2016.
Study sample
On average, participating students were 25 years old. There were more women (59%) than men (41%). Most of the students had lower income levels (71% Pell Grant eligible). One-third (33%) reported Hispanic ethnicity; the remaining students primarily reported their race as Asian or Caucasian.
Intervention Group
As part of the course requirements, participants in the intervention course section developed student-generated video projects showcasing the steps one must go through to solve a multiple-choice question on an exam. Students could choose from a bank of existing questions, or have the instructor select one for them. Students were given directions explaining how to make the video and what type of medium they could use (e.g., narrated PowerPoint slideshow, YouTube video). The instructor included an example video to help students understand the assignment parameters. Each student produced a narrated video and posted it in a discussion forum link in the relevant module. Other students viewed the videos and provided ratings and comments. In addition, students in the intervention condition engaged in common study activities (online lecture content, homework, quizzes) and took the same exams as the business-as-usual comparison condition.
Comparison Group
Students in the comparison condition received the same online course section as the students in the intervention condition with the exception of the student-generated video projects. Otherwise, all students received the same lecture content, completed the same homework assignments and quizzes, and took the same exams. To ensure that the points earned in each of the course sections was comparable, homework and quizzes were worth more points in the comparison condition than in the intervention condition.
Support for implementation
No supports for implementation were described in the paper.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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Study findings for this report.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
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as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).