The Influence of Instructor-Generated Video Content on the Quality of Assignments Completed in Asynchronous Online Philosophy Classes

Brief Abstract

This research project focused on the potential relationship between instructor-created explainer videos and student satisfaction (measured by EOC surveys), student engagement (measured by student course access and content completion), and performance (grades and persistence). Sections of PHIL200 were conducted with and without additional instructor explainer videos to guide students in their assignment completion. No other changes were made to the courses. The project somewhat replicated a study by Draus, Curran, and Trempus (2014) in which the overall satisfaction and performance of students were measured when instructor-created video content was added to the discussion forums. Attendees will learn about the interventions applied and the results in students' reported satisfaction and data-verified performance, with a discussion about implications for generalizing in other courses and settings. 

Extended Abstract

This research project focused on the potential relationship between instructor-created explainer videos and student satisfaction (measured by EOC surveys), student engagement (measured by student course access and content completion), and performance (grades and persistence). Sections of PHIL200 were conducted with and without additional instructor explainer videos to guide students in their assignment completion. No other changes were made to the courses. The project somewhat replicated a study by Draus, Curran, and Trempus (2014) in which the overall satisfaction and performance of students were measured when instructor-created video content was added to the discussion forums. Attendees will learn about the interventions applied and the results in students' reported satisfaction and data-verified performance, with a discussion about implications for generalizing in other courses and settings. 

As noted in a previous study, instructor-created video content has been shown to improve student satisfaction as indicated in end of course surveys, higher average course grades, and no effect on student persistence. As a practical intervention in a general education course, the present study somewhat replicates the earlier study but modifies its aims to focus specifically on guiding teacher presence through explainer-videos in which faculty provide guidance at the assignment description area, rather than in the lessons as was done in the previous study. The researchers in the present study hypothesized that such video content in the assignment section of the course, where students are most likely to need it, would promote measurable increased student success on performance measures and related increased persistence. This is particularly important in PHIL200, a course known to be challenging to students. If the hypothesis proved correct, it could be concluded that instructor explainer videos may be a substantial way through which student success might be improved through successful course completion.

Research questions include:

1. How does instructor presence demonstrated by video relate to students' engagement in an online course?

2. How does instructor presence demonstrated by video relate to students' satisfaction in an online course?

3. How does specific instructor guidance demonstrated by video relate to students' performance and persistence in an online course?

In order to explore the relationship of instructor-created explainer videos, a study was developed including consecutive sessions of PHIL200 sections, taught by two specific faculty members. A high-enrollment general education course, Philosophy 200 was chosen for the study and content was taught in the Brightspace "My Classroom" learning management system. The philsophy course is standardized for all faculty who teach it, ensuring that few variations in content occurred. The course ran for eight weeks each session, and it included the same number and description of assignments in each course section, with no variation. In half of the sections, no additional videos were included. In the other half of the sections, videos were included that specifically mentioned upcoming assignments, provided a preview of what to expect, explained the assignment requirements and how to successfully meet them, and generally guided students.

The objectives for the project included designing a brief faculty tutorial to guide philosophy students in their completion of written assignments in PHIL200, loading videos into the courses for students to view, gathering data from courses with no videos and those with the intervention, analyzing data according to pre-determined methods, and drafting results, conclusions, and the complete report to share out. Key results identified through this project will be shared with participants, as well as suggestions for potential generalization in other courses. For example, one might consider modifying the approach to teaching an online of blended course across the university in other subject areas to enhance student satisfaction, success, and performance through the use of guiding instructor-created explainer videos connected to written assignments.

Please note that this study is currently being conducted and will be concluded with relevant and timely findings in the fall of 2022, giving the results and findings both recency and timeliness for attendees.

References:

Draus, P.J., Curran, M.J., & Trempus, M.S. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240-254.

Magda, A.J., & Aslanian, C.B. (2018). Online college students 2018: Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.

Yigit, M. F., & Seferoglu, S.S. (2021). Effect of video feedback on students'  feedback use in the online learning environment. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2021.1966489.