Instructor Presence in Instructional Video

Kevin Carter, Jessica Sendef, Devan Nelson, Nora Nickels, Department of Psychology, Carthage College, 2001 Alford Park Drive Kenosha, WI 53140

Purpose: Online education has become increasingly important over the past decade, especially given the current COVID-19 pandemic. In terms of research on the effectiveness of digital education on student recall and perception, of the instructor, the actions of the instructor, and the difficulty of the material have been examined as important variables.In order to build upon previous research, this proposal seeks to extend upon these recent findings, while focusing on educational content that is specific to psychology as well as potential moderators of trait and state anxiety. 

Procedure: Using Qualtrics software, participants are randomly assigned to one of four groups, based on asynchronous digital lecture content (statistics vs. psychology of stress) and the presence or absence of instructor face. After watching an asynchronous video lesson, recall, perception, and state anxiety will be measured. This project has been fully funded through a Science of Teaching and Learning Microgrant from APS. It has received IRB approval from Carthage College, and data collection begins November 1st, 2020.

Expected results: We plan to run separate 2x2 ANOVAs with recall and perception as dependent variables with state and trait anxiety as potential moderators. Consistent with other hypotheses, we expect no significant effects on student recall and a significant interaction effect on perception of learning, such that students have a more positive perception of learning in instructor face presence condition, particularly in the psychology of stress content.

Conclusion and implications: As COVID-19 is heavily impacting the world and how education is handled at all levels, it is important to fully understand how online learning affects overall education and how that differs between each subject.  Using these methods can help us understand how a combination of important factors can increase or decrease a student’s success in an online learning environment.

Additional Abstract Information

Presenters: Kevin Carter, Jessica Sendef, Devan Nelson

Institution: Carthage College

Type: Poster

Subject: Psychology

Status: Approved

Time and Location

Session: Poster 11
Date/Time: Wed 3:00pm-4:00pm
Session Number: 7103