Student-created videos in online STEM education: a large, interdisciplinary, randomized control study

• DOI: 10.1007/s44217-024-00283-8
• Publication Date: 2024-10-15T10:02:28Z
• Authors: Alvina Atkinson; Patrice Bell; Indhira De La Rosa; Tonya DeGeorge; Lorraine Jonassen; Vinavtee Kokil; Seungjin Lee; Mia Malloy; Katherine Pinzon; Cindy Robertson; Jamye Curry Savage; Rabia Shahbaz; Omar Villanueva; Joshua Wludyga; Joshua Morris
• Keywords: Active learning; Student engagement; Student-created videos; Problem-solving; STEM education; Online courses; L; Education

Abstract Student-created videos engage students’ interests, creativity, and content knowledge enrich collaborative learning in STEM education. These enhance critical thinking analytical skills, which are essential tools the fields of science, technology, engineering, mathematics (STEM). This study presents results such an assignment across several areas (biology, chemistry, exercise information mathematics) at a minority-serving, liberal arts higher education institution southeast region United States. Undergraduate students ( n = 557) varied, online course modalities (synchronous asynchronous) were required to create four problem-solving 3–8 min duration. Assessment included self-assessment gains survey given control experimental groups post-video creation only groups. Grade data was also collected from all sections. Comparing groups, showed statistically significant gain their ability give oral presentations, videos, edit videos. Qualitative free-response questions corroborate these suggest that grew conceptual understanding through assignments. Our implements multimedia theoretical framework suggests learn more effectively consuming presentations with both auditory visual components. see similar producing Further our production enhances presentation skills. From practical perspective, this faculty should incorporate student-created classes, typically require person. Faculty advised components within maximize perspective framework.