Personalized Weekly Overviews: A Comparison Of Text And Video Announcements Measuring Student Engagement, Achievement And Misunderstanding In An Online Classroom

Abstract

This study explored the effect of delivery modes for personalized weekly overviews in online courses. Specifically, the study worked to determine if a significant difference between announcements delivered in plain text versus announcements delivered via video influenced: 1) total student engagement; 2) student achievement; 3) instructor related inquires; and 4) instructor evaluations. The study concluded that total student engagement increased in plain text groups, student achievement, as measured by overall grade, increased in text-based groups, student-to-instructor related inquiries increased in text-based groups and that instructor evaluations were not significantly influenced in either group. Finally, while text-based populations reported higher levels of student-to-instructor inquiries, more recorded time in the online course, and an increased overall score, the text-based group also reported a higher fail and/or withdraw rate versus the video-based announcement group. The study concluded with a recommendation for further research involving persistence rates of students in both categories.