Keywords
micro-lecture
cognitive load theory
photosynthesis
online distance learning
cognitive load theory
photosynthesis
online distance learning
How to Cite
Francisco Jr. , L. M., & Prudente, M. S. (2022). Improving Students’ Conceptual Knowledge in Online Distance Learning through the Use of Micro-Lectures: A Photosynthesis Example. Innovative Technology and Management Journal, 5(1). Retrieved from https://journal.evsu.edu.ph/index.php/itmj/article/view/314
Abstract
The shift to online distance learning due to the COVID-19 pandemic presented a challenge to develop instructional materials that could compensate for the limitations of the prevailing learning modality. Micro-lectures are short instructor-made videos that are meant to deliver lessons in ways that do not overwhelm the learners' working memory in understanding conceptually challenging topics such as photosynthesis. This action research used a Quasi-experimental mixed-method approach through micro-lectures in teaching photosynthesis to an intact group of 60 grade 12 STEM students. The instruments and methods used were pre-test and post-test, survey forms, journal entries, and focus group discussions. The results showed that watching micro-lectures positively affected students' test performance and knowledge gain in the different concepts in photosynthesis. Students view micro-lectures as an effective learning material appropriate for online learning due to their ability to declutter and segment the lessons, enhance engagement levels, provide a sense of teacher presence, and encourage flexible learning.
References
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Liu, X., & Wang, L. (2013). The Analysis on Systematic Development of College Microlecture. Higher Education Studies, 3(6). doi:10.5539/hes.v3n6p65
Marmaroti, P., & Galanopoulou, D. (2006). Pupils Understanding of Photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28(4), 383-403. doi:10.1080/09500690500277805
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Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52. doi:10.1207/s15326985ep3801_6
Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student Perceptions Towards the use of YouTube as An Educational Tool for Learning and Tutorials. International Journal of Instruction, 13(2), 119-138. doi:10.29333/iji.2020.1329a
Mcgrew, L. A. (1993). A 60-second course in organic chemistry. Journal of Chemical Education, 70(7), 543. doi:10.1021/ed070p543
Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. The Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science, 32(1/2), 1-8. doi:10.1023/b:truc.0000021806.17516.d0
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill.
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Scagnoli, N. I., Mckinney, A., & Moore-Reynen, J. (2015). Video Lectures in eLearning. Handbook of Research on Innovative Technology Integration in Higher Education Advances in Higher Education and Professional Development, 115-134. doi:10.4018/978-1-4666-8170-5.ch006
Seethaler, S., Burgasser, A. J., Bussey, T. J., Eggers, J., Lo, S. M., Rabin, J. M., . . . Weizman, H. (2020). A Research-Based Checklist for Development and Critique of STEM Instructional Videos. Journal of College Science Teaching, 50(1).
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Song, Y. (2016). The Application of Microlecture in College English Teaching Process in China. Open Access Library Journal, 03, 1-6.
Sweet, D. (2014). Micro-lectures in a Flipped Classroom: Application, Creation and Resources. Mid-Western Educational Researcher, 26, 52-59. Retrieved from: https://eric.ed.gov/?id=EJ1025664.
Sweller, J. (2003). Evolution of human cognitive architecture. Psychology of Learning and Motivation Psychology of Learning and Motivation Volume 43, 215-266. doi:10.1016/s0079-7421(03)01015-6
Tekkaya, C., Ozkan, O., and Sungur, S. (2001) Biology Concepts Perceived as Difficult by Turkish High School Students. Journal of Hacettepe University Faculty of Education, 21, 145-150.
Van Merriënboer, J. J., & Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review, 17(2), 147-177. doi:10.1007/s10648-005-3951-0
Wright, L. K., Fisk, J. N., & Newman, D. L. (2014). DNA → RNA: What Do Students Think the Arrow Means?. CBE life sciences education, 13(2), 338–348. https://doi.org/10.1187/cbe.cbe-13-09-0188
Yeboah, O. S. (2010). The effect of computer simulation on the teaching and of photosynthesis at the senior high school level in the Accra Metropolis [Unpublished thesis]. University of Education, Winneba. Retrieved from: https://independent.academia.edu
Atkinson, R., & Shiffrin, R. (1968). Human Memory: A Proposed System and its Control Processes. Psychology of Learning and Motivation, 89-195. doi:10.1016/s0079-7421(08)60422-3
Ayres, P., & Paas, F. (2007). Can the cognitive load approach make instructional animations more effective? Applied Cognitive Psychology, 21(6), 811-820. doi:10.1002/acp.1351
Bruggen, J. V., Kirschner, P., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction, 12(1), 121-138. doi:10.1016/s0959-4752(01)00019-6
Cai, M., Li, D., & Li, X. (2016). Application Research of “Micro Lecture” Based on “Shadow Teaching”. International Journal of Information and Education Technology, 6(12), 976-979. doi:10.7763/ijiet.2016.v6.828
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic. Journal of Surgical Education, 77(4), 729-732. doi:10.1016/j.jsurg.2020.03.018
Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Jossey-Bass.
Cook, M. (2011). Teachers' Use of Visual Representations in the Science Classroom. Science Education International, 22(3), 175-184. Retrieved from: https://eric.ed.gov/?id=EJ941684.
Cowan, N. (2001). Metatheory of storage capacity limits. Behavioral and Brain Sciences, 24(1), 154-176. doi:10.1017/s0140525x0161392x
DepEd Order No. 12 s. 2020. (2020, June 19). Retrieved from https://www.deped.gov.ph/wpcontent/uploads/2020/06/DO_s2020_012.pdf
Draus, P., Curran, M., & Trempus, M. (2014). The Influence of Instructor-Generated Video Content on Student Satisfaction with and Engagement in Asynchronous Online Classes. MERLOT Journal of Online Learning and Teaching, 10(2), 240-254.
EDUCAUSE. (2012, November 01). 7 Things You Should Know About Micro-lectures. Retrieved May 15, 2020, from https://library.educause.edu/resources/2012/11/7-things-you-should-know-about-micro-lectures
Fox, K., Bryant, G., Lin, N., & Srinivasan, N. (2020). Time For Class: Covid-19 Edition, Part 1: A National Survey of faculty during COVID-19. Tyton Partners and Every Learner Everywhere. https://www.everylearnereverywhere.org/resources
Gavin, E., Mooney Simmie, G., & O'Grady, A. (2015). Identification of Misconceptions in the Teaching of Biology. Higher Education of Social Science, 8(2). Retrieved from: http://www.cscanada.net/index.php/hess/article/view/6519/0
Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38(1), 33–41. https://doi.org/10.1207/S15326985EP3801_5
Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8
Hazaymeh, W. A. (2021). EFL Students’ Perceptions of Online Distance Learning for Enhancing English Language Learning During Covid-19 Pandemic. International Journal of Instruction, 14(3), 501-518. doi:10.29333/iji.2021.14329a
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. doi:10.1119/1.18809
Hegarty, M. (2004). Dynamic visualizations and learning: Getting to the difficult questions. Learning and Instruction, 14(3), 343-351. doi:10.1016/j.learninstruc.2004.06.007
Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738. doi:10.1016/j.learninstruc.2007.09.013
Kaltura. (2015). The State of Video in Education 2015: A Kaltura Report. Retrieved May 20, 2020, from https://site.kaltura.com
Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The instructor’s face in video instruction: Evidence from two large-scale field studies. Journal of Educational Psychology, 107(3), 724–739. https://doi.org/10.1037/edu0000013
Kurt, H., Ekici, G., Aktaş, M., & Aksu, Ö. (2013). The Concept of Photosynthesis Which is an Indicator of Life in Plants: A Cognitive Structure Study. American-Eurasian Journal of Agricultural and Environmental Science, 13, 1207-1231.
Liu, X., & Wang, L. (2013). The Analysis on Systematic Development of College Microlecture. Higher Education Studies, 3(6). doi:10.5539/hes.v3n6p65
Marmaroti, P., & Galanopoulou, D. (2006). Pupils Understanding of Photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28(4), 383-403. doi:10.1080/09500690500277805
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
Mayer, R.E., & Moreno, R. (1998). A Cognitive Theory of Multimedia Learning: Implications for Design Principles. CHI 1998. Retrieved from: https://www.researchgate.net/publication/248528255_A_Cognitive_Theory_of_Multimedia_Learning_Implications_for_Design_Principles
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52. doi:10.1207/s15326985ep3801_6
Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student Perceptions Towards the use of YouTube as An Educational Tool for Learning and Tutorials. International Journal of Instruction, 13(2), 119-138. doi:10.29333/iji.2020.1329a
Mcgrew, L. A. (1993). A 60-second course in organic chemistry. Journal of Chemical Education, 70(7), 543. doi:10.1021/ed070p543
Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. The Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science, 32(1/2), 1-8. doi:10.1023/b:truc.0000021806.17516.d0
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill.
Purcell, K. (2013, October 10). Online Video 2013. Retrieved from: https://www.pewresearch.org/internet/2013/10/10/online-video-2013/
Scagnoli, N. I., Mckinney, A., & Moore-Reynen, J. (2015). Video Lectures in eLearning. Handbook of Research on Innovative Technology Integration in Higher Education Advances in Higher Education and Professional Development, 115-134. doi:10.4018/978-1-4666-8170-5.ch006
Seethaler, S., Burgasser, A. J., Bussey, T. J., Eggers, J., Lo, S. M., Rabin, J. M., . . . Weizman, H. (2020). A Research-Based Checklist for Development and Critique of STEM Instructional Videos. Journal of College Science Teaching, 50(1).
Shieh, D. (2009, March 6). These Lectures Are Gone in 60 Seconds. Retrieved from: https://www.chronicle.com/article/these-lectures-are-gone-in-60-seconds/
Song, Y. (2016). The Application of Microlecture in College English Teaching Process in China. Open Access Library Journal, 03, 1-6.
Sweet, D. (2014). Micro-lectures in a Flipped Classroom: Application, Creation and Resources. Mid-Western Educational Researcher, 26, 52-59. Retrieved from: https://eric.ed.gov/?id=EJ1025664.
Sweller, J. (2003). Evolution of human cognitive architecture. Psychology of Learning and Motivation Psychology of Learning and Motivation Volume 43, 215-266. doi:10.1016/s0079-7421(03)01015-6
Tekkaya, C., Ozkan, O., and Sungur, S. (2001) Biology Concepts Perceived as Difficult by Turkish High School Students. Journal of Hacettepe University Faculty of Education, 21, 145-150.
Van Merriënboer, J. J., & Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review, 17(2), 147-177. doi:10.1007/s10648-005-3951-0
Wright, L. K., Fisk, J. N., & Newman, D. L. (2014). DNA → RNA: What Do Students Think the Arrow Means?. CBE life sciences education, 13(2), 338–348. https://doi.org/10.1187/cbe.cbe-13-09-0188
Yeboah, O. S. (2010). The effect of computer simulation on the teaching and of photosynthesis at the senior high school level in the Accra Metropolis [Unpublished thesis]. University of Education, Winneba. Retrieved from: https://independent.academia.edu
The copyright holder is the Innovative Technology and Management Journal, Eastern Visayas State University, Tacloban City, Philippines.