Trenholm_Engagement with Videos-FOR REPOSITORY.pdf (274.75 kB)

Investigating undergraduate mathematics learners’ cognitive engagement with recorded lecture videos

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journal contribution
posted on 19.04.2018, 13:11 by Sven Trenholm, B. Hajek, Carol Robinson, M. Chinnappan, A. Albrecht, H. Ashman
The use of recorded lecture videos (RLVs) in mathematics instruction continues to advance. Prior research at the post-secondary level has indicated a tendency for RLV use in mathematics to be negatively correlated with academic performance, though it is unclear whether this is because regular users are generally weaker mathematics students or because RLV use is somehow depressing student learning. Through the lens of cognitive engagement, a quasi-experimental pre- and post-test design study was conducted to investigate the latter possibility. Cognitive engagement was operationalised using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), which measures learning approaches on two major scales: surface and deep. In two mathematics courses at two universities, in Australia and the UK, participants were administered the questionnaire near the course start and finish. Overall findings were similar in both contexts: a reduction in live lecture attendance coupled with a dependence on RLVs was associated with an increase in surface approaches to learning. This study has important implications for future pedagogical development and adds to the sense of urgency regarding research into best practices using RLVs in mathematics.

Funding

This research was made possible through a Division Research Performance Fund grant awarded at the University of South Australia.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

International Journal of Mathematical Education in Science and Technology (TMES)

Citation

TRENHOLM, S. ...et al., Investigating undergraduate mathematics learners’ cognitive engagement with recorded lecture videos. International Journal of Mathematical Education in Science and Technology, 50 (1), pp.3-24.

Publisher

© Taylor & Francis

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

26/03/2018

Publication date

2018

Notes

This is an original manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 12 Apr 2018, available online: https://doi.org/10.1080/0020739X.2018.1458339

ISSN

0020-739X

eISSN

1464-5211

Language

en