Video and Written Discussions

ID: 49505 Type: Brief Paper: Other
  1. Christopher Devers, Jon Conrad, Erin Devers, and Mackenzie Cook, Indiana Wesleyan University, United States
  2. Alexandra Alayan, Wheaton College, United States

Wednesday, June 29 2:45 PM-3:05 PM

No presider for this session.

This project explored the influence of written and video discussions on student learning. Students in one class section replied to discussion questions through written responses, while the second class section responded to the same discussion questions using the asynchronous video tool Flipgrid. Overall, the results suggest that there was a significant difference for exam three, as students in the video condition scored higher. Overall, the video condition had higher means compared to the text condition, with the exception of exam one. The results could be due to increased active learning and decreased cognitive load, and an overall improvement in metacognition.


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