A controlled study on an instrument that couples active learning with technology: student video creation

Introduction

Teaching approaches that involve active learning lead to greater motivation to study and increased interaction among students in comparison to expository class given by a professor (Conway et al., 2010; Gleason et al., 2011). Other possible outcomes, such as an increase in learning, have not been unequivocally confirmed so far. Some studies have shown that active learning is no more effective than passive approaches in increasing the level of learning (Conway et al., 2010; Haidet et al., 2004), whereas other studies have shown that some active teaching strategies do increase the level of learning (Letassy et al., 2008). This discrepancy seems to depend on the context in which the method is applied and measured, as well as on the control groups. One factor that may explain such contradictory findings on the impact of active strategies on learning levels is the academic background of students (Haak et al., 2011). There are diverse active learning strategies (Gleason et al., 2011), such as team-based learning (Conway et al., 2010; Parmelee & Michaelsen, 2010), case-based learning (Tayem, 2013), learning by discovery (Spencer & Jordan, 1999), inquiry-based learning (Banchi & Bell, 2008), web-based study activities (Alonso et al., 2005), collaborative and cooperative learning (Smith & MacGregor, 1992), evidence-based teaching/learning (Kenyon et al., 2016), and problem-based learning (Barrows & Tamblyn, 1980; Hmelo-Silver, 2004; Kilroy, 2004). Many publications addressing active learning strategies focus on presenting their theoretical benefits, describing the methodology used, and making recommendations (Parmelee & Michaelsen, 2010; Passos et al., 2006); however, most of them do not show actual data to support them. Therefore, more studies are needed to fully understand the impact of active learning and teaching on students’ performance.

Many publications have explored the use of new teaching technologies and methods (Cubas Rolim et al. 2017; Oliveira et al., 2010; Pandza & Masic 2013; Pertry et al., 2014; Sé et al., 2008). Technological tools can provide notable advantages, giving students flexibility in choosing when and where to study, and increasing their access to information (Fernandez et al., 2014; Kenny, 2002; Weed et al., 2014). Potentially beneficial technologies include: videos used to summarize information at the end of a class in place of a questionnaire or slide review (Sarikcioglu et al., 2011), distance education to promote active learning (Cravener, 1999), medical simulations to build student confidence in clinical practice (Keegan et al., 2012; Reilly & Spratt, 2007), and seminars to improve interactivity among students (Brunton et al, 2000). However, few studies with adequate control groups have investigated the impact of new educational technologies on levels of learning.

Both active learning and new teaching technologies may provide some benefits, but adequate assessments of their impact on learning levels are rare. Even less is known about the effect of combining active learning strategies with technological tools. To form a better view of the effect of active learning coupled to technological tools on learning, we instructed undergraduate students to produce video lectures and compared their academic scores with students that did not produce video lectures. In addition to measuring their academic performance in the course, we also assessed their degree of motivation and satisfaction derived from this learning approach using a questionnaire.

Methods

Results

Learning indicators

Students were evaluated twice on the use of herbal medicines in order to verify the extent to which producing their own video lectures affected their learning. In the first evaluation, before any learning method had been used, the students in the video group had an average score that was 13% lower than that of the control group (p < 0.05). After studying the use of herbal medicines in two different ways, the average score of the students in the video group had become 46% higher than the control group’s score (p < 0.001; Figure 1). The control group’s score decreased and the video group’s score increased between their first and second evaluations (p < 0.01). The final exam at the end of the course, which included all content covered during the semester, showed no difference between the scores of the video and control groups (p > 0.05; Figure 2). See underlying data for results for each student (Nascimento et al., 2019a).

Figure 1. Effects of two different methods of teaching “the use of herbal medicines” module on test performance.

Students in the video group answered fewer questions correctly than the control group on the first test, but more questions correctly on the second test. The asterisks denote significant differences between the first and the second exams within the same group (p < 0.01).

Figure 2. Percentage of correct responses on the final exam of the pharmacognosy course.

n.s., nonsignificant.

Students’ perceptions and preferred sources of information

The results obtained from the questionnaire show that students use online resources on the Internet as their main source of information (Figure 3). They habitually watch video lectures, and most of them believe that these videos improve academic performance (Table 2). When asked who or what factors had encouraged them to watch videos, most cited their professors. In order to investigate the factors influencing the students’ perception that video lessons improve learning, students were asked to rate various factors. None of the suggested factors were perceived as responsible for their academic performance improvement (Table 3). When asked which learning methodology they preferred, most preferred the traditional approach, which they were used to (Table 2). Most of the students (92 %) in the video group reported that producing video lectures during class as a studying strategy stimulates learning when compared to only watching them (Figure 4).

Figure 3. Preferred sources of information as reported by the students.

Table 2. Questionnaire responses.

Question	Options	Frequency (%)
How often do you watch video lectures?	Once a month	68.42
	Once a week	15.79
	Several times a week	15.79
What was the average length of the previously watched video lectures?	0–29 min	31.58
	30–60 min	57.89
	>60 min–120 min	10.53
What/who motivated you to watch video lectures?	Professor	50.00
	Classmate	15.79
	Curiosity	26.32
	Others	7.89
Does watching video lectures improve your academic performance?	Yes	84.21
	No	5.26
	I do not know	10.53
What class format do you prefer?	Traditional classes	50.00
	Producing video lessons	40.00
	I do not know	10.00

Table 3. Possible reasons for the learning improvement associated with video lectures: student responses.

Reason for improvement	Option	Frequency (%)
Learning	Yes	24.3
	No	75.7
Attention	Yes	2.7
	No	97.3
Understanding	Yes	13.5
	No	86.5
Dynamism	Yes	16.2
	No	83.8
Fixation	Yes	5.4
	No	94.6
Expression	Yes	13.5
	No	86.5
Doubt resolving	Yes	8.1
	No	91.9
Accessible language	Yes	16.2
	No	83.8

Figure 4. Responses of students in the video group to the question: Do you think that producing video lectures during class as a studying strategy stimulates learning (when compared to only watching them)?

Discussion

In this study, we investigated the impact of a new teaching instrument that combines active learning with the use of videos by enabling students to create their own video lectures. We observed that levels of knowledge on the topic covered in the videos rose in the group of students who produced videos, in comparison with those who attended expository classes given by an instructor. This finding was reinforced by the opinion of the students, who believed that this instrument improved their performance. This research also revealed students’ great attraction to the Internet and related technologies. Most students believe that simply watching video lessons (not produced by themselves) stimulate and improve learning. Interestingly, the greatest motivator for the use of video lectures mentioned by the students was their own instructors.

The observed increased learning supports the idea that active learning can be more beneficial than relatively passive learning methods. Other studies measuring learning have also demonstrated that active learning methods can increase knowledge (Wiecha et al., 2006). However, other studies using adequate control groups have not found any learning differences between active and more passive learning methods (Haidet et al., 2004). One factor that may explain this discrepancy is the students’ own educational background. Active learning has been shown to provide more benefits for students with weaker academic background than for those with more knowledge (Haak et al., 2011). The students in our research project were enrolled in a private institution, which in Brazil is expected to have students with lower scores in pre-university academic exams than those in enrolled in public universities. Their marked increase in learning through the creation of videos shows that they were well suited to benefit from this active learning instrument. Nevertheless, our results do not allow us to make the generalization that active learning always leads to greater learning gains for every group of people.

There is evidence that, for some groups, active learning methods are no more efficient than more passive methods. One reason is that the traditional approach (expository lectures) varies greatly from professor to professor. Instructors who are very skilled in establishing empathy, creating interest, and offering very popular classes might achieve better learning indicators from the students than those who do not have such abilities (Francis & Tannuri-Pianto, 2012; Sampaio et al., 2011). Indeed, improving the quality of teacher-student interaction causes a sharp increase in student learning (Allen et al., 2011). Even with the successful implementation of a more active system of learning, low professor availability causes great dissatisfaction among students (Gahutu, 2010). It is therefore assumed that students of instructors who are experts in engaging activities, such as public speaking and story-telling (Latey, 2000; Leach, 2005; Stein, 2009) learn more than the students of professors who do not teach in this way. This could be one explanation for the low learning rates associated with purely lecture-based teaching observed in some studies (Cook et al., 2008).

Our student participants reported that the Internet was the learning instrument they used the most. This reflects the increasing use of technology (Chaudhry et al., 2010; Erickson et al., 2010; Giordano & Giordano, 2011). However, our students’ high reliance on the Internet may also indicate that they could be less well educated than some others. The Internet might provide incorrect or false information (Barrie & Presti, 1996; Fraval et al., 2012), including many videos that contain misleading or improper content (Murugiah et al., 2011; Sood et al., 2011; Tourinho et al., 2012). Our results showed that the student participants used books less often than they used the Internet, which may indicate some deterioration in the quality of their learning. Specialized health professionals, even with ample access to the Internet, still use books as their main source of information for solving medical problems (AlGhamdi, 2009). On the other hand, most (59%) of highly qualified European doctors, 99% of whom have regular Internet access, report using article research databases like PubMed to access scientific content (Kritz et al., 2013). Considering the reliability problems of Internet data and the dominance of advertising (Hossler & Conroy, 2008; Jenkin et al., 2014; Vance et al., 2009), it is important to assess the causes and outcomes of our students’ tendency to avoid books.

Despite many problems with Internet use, there are some obvious advantages, such as the availability of information. However, statements about the potential benefits of using the Internet or new technologies are often unsubstantiated by data and based instead on opinions (Carlon et al., 2012; Pandza & Masic, 2013; Weed et al., 2014). Most studies have focused on factors such as satisfaction rather than on learning (Curran & Fleet, 2005; Kerfoot et al., 2006; Narula et al., 2012). Some studies have shown that the Internet has a positive impact on learning, but many of these had no control group or an inadequate control group (Karpa, 2012; Oliveira et al., 2010; Pertry et al., 2014; Rangel et al., 2010). This makes it impossible to identify the most efficient form of teaching/studying for increased learning (Cook, 2009; Kleinpell et al., 2011; Lantz, 2010; Steele et al., 2009). In contrast to expectations, comparative studies with an adequate control group, such as lectures given by highly skilled instructors, often reveal that there are no differences between technology-based and traditional learning methods (Chao et al., 2012). We would expect any form of teaching to provide benefits when compared with the absence of a stimulus (Cook, 2009; Lipscomb et al., 2009). Indeed, we found that producing video lectures enhance learning on a specific topic (the use of herbal medicines) of a Pharmacognosy course. Additionally, the present study showed that most students (from both groups) believe that watching video lectures improve their academic performance and those who had produced video lectures (video group) believed that producing video lectures stimulates learning.

In conclusion, this study shows that a new teaching instrument that combines active learning with the use of technology through the creation of student-designed video lectures was able to increase the learning of a group of randomly selected students in comparison with a control group of students who attended traditional expository classes given by an instructor. This result corroborates many articles that have theorized that active learning is better than passive learning, and that using videos and other new technologies can increase learning. To date, few studies with adequate control groups have been able to confirm these theories.

Data availability