The Effect of Problem-Based Video Instruction on Learner Satisfaction, Comprehension, and Retention in College Courses

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Choi, Hee Jun

Contributors dc:contributor

• Johnson, Scott D.

• Education, Higher

Language dc:language

eng

Identifier

(MiAaPQ)AAI3242820

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79934