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Designing Video for Massive Open Online-Education:
Conceptual Challenges from a Learner-Centered Perspective
Carmen Zahn, Karsten Krauskopf, Jonas Kiener, Friedrich W. Hesse
Surface level effects on collaboration and learning. Results
for variables describing the collaborative processes on a
surface level are summarized in Table 3. Concerning the
collaboration index computed from the three coding categories
as described above, a between group comparison
revealed a tendency for higher collaborative activity in the
discussion condition (M = 33.6, SD = 21.9) than in the design
condition (M = 12.3, SD = 10.6), t(8) = -2.08, p = .07,
d = 0.7. A significant difference was found with regard to
panels created in partnership (discussion, M = 12.0, SD =
6.9, and design, M = 4.2, SD = 4.2, respectively), t(8) = -2.26,
p = .05, d = 1.3. Concerning the numbers of comments, dyads
given the discussion instruction wrote more comments
(M = 36.1, SD = 10.6), which were also longer (M = 610.6
words, SD = 290.61), than dyads given the design instruction
(M = 28, SD = 8.7, t(34) = -2.4, p = .02, d =. 0.8, and M
= 426.7 words, SD = 161.1, t(34) = -2.4, p = .02, d =. 0.8,
respectively). Similar findings result from the coding of the
WebDIVERTM protocols of a subsample. In other words,
the results show that in our study the discussion task led
to more collaborative activity in general, compared to the
task of designing a product collaboratively.
Table 3: Between group comparisons of surface level dependent
variables.
Deeper level effects on collaboration and learning. Variables we
considered to reflect a deeper level or knowledge intensive
collaborative activity are summarized in Table 4. The total
number of panels where zooming in on specific elements
of a scene was an indicator for the detailedness a dyad aspired
to in the process of analyzing the source video was
more than twice as high in the design condition than in the
discussion condition; however, due to the small sample size
and severe positive skewness a Mann-Whitney-U-Test did
not yield significance (see Table 4). From the coding of the
comments of a subsample, we considered the number of utterances
referring to either the newsreel’s historic content
or aspects of its filmic style. Paired-samples t-tests showed
that all participants focused more on the analysis of filmic
style (M = 15.3, SD = 4.9) than on historic content (M = 5.2,
SD = 2.4), t(11) = 6.28, p = .00, d = 2.6. In addition, between
group comparisons revealed that in the discussion condition,
dyads addressed filmic style more often (M = 18.1, SD =
2.9) than participants in the design condition (M = 12.7,
SD = 5.2), t(10) = 2.8, p = .049, d = 1.3. There was no difference
with regard to the number of utterances addressing
historical content (p > .10). In contrast to the results with
regard to participants’ consideration of either content- or
style-related utterances reported above, here, utterances
integrating both aspects of filmic style and historical content,
occurred significantly more often in the design condition
(M = 5.6, SD = 1.5, for discussion condition M = 3.3, SD =
1.2), t(10) = 2.23, p = .05, d = 1.3.
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