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Accession Number: 2009-20879-001. Publication Status: First Posting. First Author & Affiliation: Wieling, M.B.. Release Date: 20091109. Publication Type: Journal, (0100); Peer Reviewed Journal, (0110); . Media Covered: Electronic. Media Available: Electronic; Print. Language: English. No terms assigned. Classification: Educational Psychology (3500)

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"createdByUser": { "id": 32577, "username": "mmedinam", "name": "Maricel Medina-Mora", "links": { "alternate": { "href": "https://www.zotero.org/mmedinam", "type": "text/html" } } }, "creatorSummary": "Wieling and Hofman", "parsedDate": "2009-10-30", "numChildren": 1 }, "data": { "key": "B29UE7RP", "version": 1, "itemType": "journalArticle", "title": "The impact of online video lecture recordings and automated feedback on student performance.", "creators": [ { "creatorType": "author", "firstName": "M.B.", "lastName": "Wieling" }, { "creatorType": "author", "firstName": "W.H.A.", "lastName": "Hofman" } ], "abstractNote": "To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only, 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online. 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A Meta-Analysis of the Empirical Literature", "creators": [ { "creatorType": "author", "firstName": "Robert M.", "lastName": "Bernard" }, { "creatorType": "author", "firstName": "Philip C.", "lastName": "Abrami" }, { "creatorType": "author", "firstName": "Yiping", "lastName": "Lou" }, { "creatorType": "author", "firstName": "Evgueni", "lastName": "Borokhovski" }, { "creatorType": "author", "firstName": "Anne", "lastName": "Wade" }, { "creatorType": "author", "firstName": "Lori", "lastName": "Wozney" }, { "creatorType": "author", "firstName": "Peter Andrew", "lastName": "Wallet" }, { "creatorType": "author", "firstName": "Manon", "lastName": "Fiset" }, { "creatorType": "author", "firstName": "Binru", "lastName": "Huang" } ], "abstractNote": "A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. 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