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Full text release has been delayed at the author's request until January 01, 2026

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Exploring College Student Perspectives on Using Instructional Videos in the Course of Study

Wang, Qi
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605195905097874

Abstract Details

2020, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
The purpose of this study was to gain new insights about college student perspectives on using various types of instructional videos in their course of study. This research focused on determining the efficacy of using instructional videos to gain different types of knowledge, revealing college student experiences of using instructional videos in the course of study and college student perspectives on the available free video resources. The research also summarized the most valuable benefits and the most significant drawbacks in college students’ perspectives of their course of study. A large, public university located in the Midwestern United States was the setting for this survey research. The online survey was sent out to 32,975 registered college students at the university. Through the data collection process, 823 eligible responses were obtained. It was determined that no significant difference existed between the instructional video’s efficacy for gaining propositional knowledge and procedural knowledge; additionally, no significant difference existed between the college student expectation level and satisfaction level about their overall experiences of using instructional videos. In terms of the familiarity to the three types of free video resources, there was no significant interaction between type of resource and year in the program. There was no significant difference between the two groups of year in the program. However, there was a significant difference across type of resource. Additional analyses were conducted, and it was found that “made the knowledge visualized”, “made the knowledge easier to be understood”, and “offered a flexible learning medium allowing pausing and rewinding” were three most valuable benefits perceived by college students; “Instructional videos could contain redundant information”, “It was difficult to find ideal instructional videos”, and “It wasted my time to search and locate the useful sections of the videos” were three most significant drawbacks perceived by college students. The study was informative in that it revealed the experiences and perspectives that participants within this institution had regarding using instructional videos for studying course materials. The findings provide insights for both educators and learners in a higher education context, which can be taken into account as they construct and adapt their learning strategy going forward.
Greg Kessler (Advisor)
Krisanna Machtmes (Committee Member)
Min Lun Wu (Committee Member)
Christopher Guder (Committee Member)
Beth VanDervee (Other)
274 p.
Educational Technology; Higher Education; Instructional Design
Instructional Video; Perspective; Course of Study; Efficacy

Recommended Citations

Citations

  • Wang, Q. (2020). Exploring College Student Perspectives on Using Instructional Videos in the Course of Study [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605195905097874

    APA Style (7th edition)

  • Wang, Qi. Exploring College Student Perspectives on Using Instructional Videos in the Course of Study. 2020. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605195905097874.

    MLA Style (8th edition)

  • Wang, Qi. "Exploring College Student Perspectives on Using Instructional Videos in the Course of Study." Doctoral dissertation, Ohio University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605195905097874

    Chicago Manual of Style (17th edition)

ohiou1605195905097874
© 2020, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.