Supporting Online Learners in Psychology: An Analysis of the Use of Videos in an Undergraduate Statistics Course

Abstract

Tertiary teaching in Australia, as elsewhere, now incorporates a wide array of learning resources delivered across different modes to support student learning. Since the late 1990s, the sector has seen a rapid increase in use of materials that can be delivered online; however, not all students benefit, with static or falling participation rates among vulnerable student groups. This chapter describes the development and implementation of the federally funded Structural Adjustment Fund Flexibility, Innovation, Retention, Engagement (SAFFIRE) initiative to use new technologies to provide choice, flexibility, access, and support for students through a revamped curriculum in a medium-sized Australian university. SAFFIRE provided an opportunity to explore the introduction of flexible resources in tertiary teaching, including understanding the drivers, barriers, supports, and key factors in successful deployment of the changes. Within this context, the authors present a case study examining the effectiveness of course content delivery via video in an undergraduate psychology statistics course. The efficacy of video-based learning in the course was assessed through access rates, feedback, and performance, revealing strong evidence for the inclusion of video aids to improve student performance and satisfaction. The interpretation of the case study is embedded in the wider context of the process of deploying flexible online delivery within tertiary education.

Citation

Grant, J.B. and Oerlemans, K. (2021), "Supporting Online Learners in Psychology: An Analysis of the Use of Videos in an Undergraduate Statistics Course", Hoffman, J. and Blessinger, P. (Ed.) International Perspectives in Online Instruction (Innovations in Higher Education Teaching and Learning, Vol. 40), Emerald Publishing Limited, Leeds, pp. 9-24. https://doi.org/10.1108/S2055-364120210000040002