Submitted by Mattie Hedgebeth
In undergrad, I found YouTube to be a very useful tool in studying and learning class material. For my technology assignment, I compiled useful videos from the YouTube channel "CrashCourse" which give a short and fun explanation of educational subjects, in this case, subjects pertaining to social psychology. I have also added a few videos that are in a similar format and would be useful to students that may just need something explained in a different way or just want to quickly review material for a test or quiz. https://www.youtube.com/channel/UCCLUk397vKEZflM11NApNrA?view_as=subscriber
Submitted by Sultan Hubbard
Drouin, M. A. (2014). If you record it, some won’t come: Using lecture capture in introductory psychology. <em>Teaching of Psychology, 41(1)</em>, 11-19.
Summary of Article
Drouin (2014) sought to assess the impact of supplemental video lectures on the academic achievement of students in a face-to-face introductory psychology course. Specifically, the author conducted a quasi-experimental design in which one section received the supplemental videos online and the other did not receive the supplemental videos. Drouin (2014) conducted mediation analysis to assess course sections relation to achievement through the mediator variable: class attendance. The author found that although many students thought supplemental videos were useful, many did not use the resource regularly, or used the videos to compensate for a class absence. Consequently, the author found that among the treatment group (those who received the supplemental lecture videos) had significantly lower class attendance and significantly lower final grade scores at the end of the semester than controls. Drouin further assessed these findings and discovered that the differences in the treatment and control groups attendance and performance were due to a subset of the students in the treatment condition and that differences between the control and treatment conditions vanished when controlling for these students.
- This article presently demonstrated that there was an effect of class section (access to supplemental videos or no access) on academic achievement (final grades) via class attendance. How do you interpret these findings? How does this impact your view on usage of online materials during your course? Does your opinions change depending on the type of course being taught?
- The author describes a small set of students in the treatment group who missed exams, had low attendance rates that many of their peers, and did not seem to be aided by the supplemental videos. How would you aid or check-in with these students? How would you balance you desire for them to succeed with their need for autonomy as young adults?
- Do you have any theories as to why many students did not use the supplemental videos? How would you seek to increase the viewing rates of this material if you were an instructor?