Activating Boxmind: an evaluation of a Web-based video lecture with synchronized activities

  • Richard Joiner
  • Catherine Durkin
  • Derek Morrison
  • Lisa Williams

Abstract

The aim of this study was to evaluate the use of synchronous computer-mediated communication activities in a video e-lecture. Previous research has reported that learning is facilitated when communication activities are added to a video lecture. Twelve postgraduate students participated in the study and they viewed a video e-lecture on the perspective-taking theory of communication. The lecture consisted of a video image of the lecturer, an audio track, slides, the transcript and a number of communication activities. They were given a pre-test a week before the lecture and a post-test a week after. They were also asked to rate the helpfulness of various aspects of the lecture. Students' post-test scores were statistically significantly higher than their pre-test scores. They found the audio track, transcript, slides and activities helpful. The most helpful aspects were the communication activities. The implications of these findings are discussed.

DOI:10.1080/0968776030110303

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Published
2003-09-01
How to Cite
Joiner, R., Durkin, C., Morrison, D., & Williams, L. (2003). Activating Boxmind: an evaluation of a Web-based video lecture with synchronized activities. Research in Learning Technology, 11(3). https://doi.org/10.3402/rlt.v11i3.11282
Section
Original Research Articles