The Effect of Problem-Based Video Instruction on Learner Satisfaction, Comprehension, and Retention in College Courses
Choi, Hee Jun
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https://hdl.handle.net/2142/79934
Description
Title
The Effect of Problem-Based Video Instruction on Learner Satisfaction, Comprehension, and Retention in College Courses
Author(s)
Choi, Hee Jun
Issue Date
2006
Doctoral Committee Chair(s)
Johnson, Scott D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Higher
Language
eng
Abstract
According to the findings, there were significant differences in learner satisfaction, comprehension, and delayed retention between problem-based video instruction and problem-based text instruction groups, whereas there were no significant differences in learners' satisfaction, comprehension, and delayed retention between problem-based video instruction and problem-based video instruction without group discussion. In addition, students who saw real-life situations through a video format expressed higher confidence in their ability to transfer the learning to similar and new contexts than students who saw them through a text format. This study implies that problem-based video instruction in college courses have the potential to enhance student satisfaction, comprehension, delayed retention, and confidence in their knowledge transfer.
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