Department of Teaching, Learning and Teacher Education
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Date of this Version
5-2011
Abstract
This study presents and discusses findings regarding the benefits of video delivery in online instruction. Specifically, the study addresses whether the implementation of a short asynchronous introductory video in a primarily text-based online course has an effect on students’ perception of teaching presence. In addition, the second aim of this study is to test whether an asynchronous introductory video can enhance student’s course engagement and performance. Finally, the study seeks answer if there is an interrelationship between teaching presence, student’s engagement and student’s performance.
This study utilizes a sequential explanatory mixed methods research design. The study also includes elements of the experimental method as part of the educational intervention. Participants in this study were undergraduate students (N=87) enrolled in an online course in the domain of entomology at the University of Nebraska-Lincoln, during the spring semester 2010.
The quantitative analysis relies on descriptive statistics, t-tests, and SEM-multiple course comparison, while qualitative analysis uses an in-vivo coding approach. The study results indicate that announcement delivery method has a limited impact effect on students’ perception of teaching presence. Video based announcement is a statistically significant determinant only for one aspect of teaching presence, which is instructors’ facilitation role in the online course. In addition, the results show that video delivery can make virtual learning more personalized, by emphasizing the interaction between students and their instructor. Finally, the research shows that students’ study habits are critical for the online learning engagement and overall coursework.
Advisor: Allen Steckelberg
Included in
Instructional Media Design Commons, Teacher Education and Professional Development Commons
Comments
A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies (Instructional Technology), Under the Supervision of Professor Allen Steckelberg. Lincoln, Nebraska: May 2011
Copyright 2011 Bojan K. Lazarevic