Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Interaction between students enhances learning gains when these interactions involve constructive inferences and each student participates by making constructive inferences. When students are outside of the classroom, achieving that quality of interaction is challenging, but doing so would greatly enhance the students’ preparation for class or follow-through after class. In this study we seek to use dialogue videos to foster interactions between pairs of students outside of the classroom while working on homework in a flipped bio-transport class (fluid dynamics, heat transport, and mass transport). Thus, our research question is: Do dialogue videos enhance learning and foster interaction between students? Students in a bio-transport class were assigned into pairs (dyads) to work on a collaborative homework that was similar but not identical to an example problem worked by a tutee on the video. Pre and post quizzes show a "huge" effect size (d=2.54) and post-quiz average of 68.4%. These are comparable to the educational gold standard, one-on-one tutoring by an instructor (d=2.0, post-quiz ~80%). Providing task feedback during this process slightly improved learning gains, and use of these dialogue videos slightly improved learning gains over use of monologue videos (d=0.2, 2.1% difference in post-quiz scores). However more students prefer monologue videos (46%) than prefer dialogue videos (28%). And, although students agree that transport phenomena is valuable/useful to their careers, they do not feel that this method of doing homework is valuable/useful. This apparent mismatch in perception vs. learning gains is likely due to students' dislike of working with assigned partners and the increased time commitment required.
Caplan, M. R., & Adams, J., & Chi, M. T. (2018, June), Board 8: Work in Progress: Dialogue Videos Foster Interaction Between Homework Partners Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30111
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