{"id":{"repo_id":"ttu","oai_identifier":"oai:ttu-ir.tdl.org:2346/106693"},"canonical_url":"https://search.dev.ndltd.org/etd/ttu/oai:ttu-ir.tdl.org:2346/106693","repository":{"repo_id":"ttu","name":"Texas Technology University","base_url":"https://ttu-ir.tdl.org/server/oai/request"},"display":{"title":"The Role of Questions Embedded in Online Lecture to Facilitate Learning","abstract":"The learning effectiveness of the online lecture method has been questioned because of lack of the interaction. The study examined the effect of embedded questioning in a narrated lecture presentation on learning. Specifically, this study investigated the effect of location of questions on posttest performance through online lectures. The design of this study was posttest group design. 50 college students were randomly assigned to one of three treatment conditions: (a) pre-lecture questions, (b) within-lecture questions, and (c) post-lecture questions. The major dependent variable was the scores on an immediate posttest measuring the acquisition of knowledge, as well as the scores of an attitudinal questionnaire measuring the attitudes towards the instructional content and the strategy. One-Way Analysis of Variance was used to determine effect on posttest performance. A significant F value of 3.5 (df =2, 47; p<.05) indicated an overall difference among groups on posttest scores. The results of LSD significant difference test, applied to test for significant differences between each pair of group mean. Results revealed that group received the questions at the beginning in the lecture performed significantly than the within-lecture and post-lecture questions groups. The findings provided new insights into the role of questions in online lecture and its impact on students’ engagement and active learning.","abstract_html":"The learning effectiveness of the online lecture method has been questioned because of lack of the interaction. The study examined the effect of embedded questioning in a narrated lecture presentation on learning. Specifically, this study investigated the effect of location of questions on posttest performance through online lectures. The design of this study was posttest group design. 50 college students were randomly assigned to one of three treatment conditions: (a) pre-lecture questions, (b) within-lecture questions, and (c) post-lecture questions. The major dependent variable was the scores on an immediate posttest measuring the acquisition of knowledge, as well as the scores of an attitudinal questionnaire measuring the attitudes towards the instructional content and the strategy. One-Way Analysis of Variance was used to determine effect on posttest performance. A significant F value of 3.5 (df =2, 47; p<.05) indicated an overall difference among groups on posttest scores. The results of LSD significant difference test, applied to test for significant differences between each pair of group mean. Results revealed that group received the questions at the beginning in the lecture performed significantly than the within-lecture and post-lecture questions groups. The findings provided new insights into the role of questions in online lecture and its impact on students’ engagement and active learning.","abstract_has_math":false,"creators":["Bakrim, Khadija"],"institution":"Texas Tech University","degree_name":"Doctor of Education","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Crooks, Steven"],"committee_chairs":[],"committee_members":["Lan, William","Inan, Fethi"],"year":2014,"date_issued":"2014-05","date_published":"2014-05","updated_at":"2026-07-24T05:04:53Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2346/106693","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Crooks, Steven"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Lan, William","Inan, Fethi"]},{"key":"dc:creator","label":"Author","values":["Bakrim, Khadija"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-03-27T18:36:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Tech University"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2346/106693"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The learning effectiveness of the online lecture method has been questioned because of lack of the interaction. The study examined the effect of embedded questioning in a narrated lecture presentation on learning. Specifically, this study investigated the effect of location of questions on posttest performance through online lectures. The design of this study was posttest group design. 50 college students were randomly assigned to one of three treatment conditions: (a) pre-lecture questions, (b) within-lecture questions, and (c) post-lecture questions. The major dependent variable was the scores on an immediate posttest measuring the acquisition of knowledge, as well as the scores of an attitudinal questionnaire measuring the attitudes towards the instructional content and the strategy. One-Way Analysis of Variance was used to determine effect on posttest performance. A significant F value of 3.5 (df =2, 47; p<.05) indicated an overall difference among groups on posttest scores. The results of LSD significant difference test, applied to test for significant differences between each pair of group mean. Results revealed that group received the questions at the beginning in the lecture performed significantly than the within-lecture and post-lecture questions groups. The findings provided new insights into the role of questions in online lecture and its impact on students’ engagement and active learning."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Role of Questions Embedded in Online Lecture to Facilitate Learning"]}]}],"canonical_facts":{"dc:contributor.advisor":["Crooks, Steven"],"dc:contributor.committeemember":["Lan, William","Inan, Fethi"],"dc:creator":["Bakrim, Khadija"],"dc:date.accessioned":["2026-03-27T18:36:26Z"],"dc:date.issued":["2014-05"],"dc:description.abstract":["The learning effectiveness of the online lecture method has been questioned because of lack of the interaction. The study examined the effect of embedded questioning in a narrated lecture presentation on learning. Specifically, this study investigated the effect of location of questions on posttest performance through online lectures. The design of this study was posttest group design. 50 college students were randomly assigned to one of three treatment conditions: (a) pre-lecture questions, (b) within-lecture questions, and (c) post-lecture questions. The major dependent variable was the scores on an immediate posttest measuring the acquisition of knowledge, as well as the scores of an attitudinal questionnaire measuring the attitudes towards the instructional content and the strategy. One-Way Analysis of Variance was used to determine effect on posttest performance. A significant F value of 3.5 (df =2, 47; p<.05) indicated an overall difference among groups on posttest scores. The results of LSD significant difference test, applied to test for significant differences between each pair of group mean. Results revealed that group received the questions at the beginning in the lecture performed significantly than the within-lecture and post-lecture questions groups. The findings provided new insights into the role of questions in online lecture and its impact on students’ engagement and active learning."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2346/106693"],"dc:title":["The Role of Questions Embedded in Online Lecture to Facilitate Learning"],"dc:type":["Dissertation"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Texas Tech University"]},"updated_at":"2026-07-24T05:04:53Z"}