Understanding the effect of in-video prompting on learners and instructors = 비디오 내 프롬프팅이 학습자와 교수자에게 미치는 영향

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Online instructional videos are ubiquitous, but it is difficult for instructors to gauge learners’ experience and their level of comprehension or confusion regarding the lecture video. Moreover, learners watching the videos may become disengaged or fail to reflect and construct their own understanding. This paper explores instructor and learner perceptions of in-video prompting where learners answer reflective questions while watching videos. We conducted two studies with crowd workers to understand the effect of prompting in general, and the effect of different prompting strategies on both learners and instructors. Results show that some learners found prompts to be useful checkpoints for reflection, while others found them distracting. Instructors reported the collected responses to be generally more specific than what they have usually collected. Also, different prompting strategies had different effects on the learning experience and the usefulness of responses as feedback.
Advisors
Kim, Juhoresearcher김주호researcher
Description
한국과학기술원 :전산학부,
Publisher
한국과학기술원
Issue Date
2019
Identifier
325007
Language
eng
Description

학위논문(석사) - 한국과학기술원 : 전산학부, 2019.2,[iv, 25 p. :]

Keywords

Online education▼ain-video prompting▼aMOOC▼areflection▼afeedback▼alearners▼ainstructors; 온라인 학습▼a비디오 학습▼a비디오 내 프롬프팅▼a온라인 공개 수업▼a상기▼a피드백▼a학습자▼a교수자

URI
http://hdl.handle.net/10203/267032
Link
http://library.kaist.ac.kr/search/detail/view.do?bibCtrlNo=843527&flag=dissertation
Appears in Collection
CS-Theses_Master(석사논문)
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