The Effect of Problem-Based Video Instruction on Learner Satisfaction, Comprehension, and Retention in College Courses

117 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.According to the findings, there were significant differences in learner satisfaction, comprehension, and delayed retention between problem-based video instruction and problem-based text instruction groups, whereas there were no significant differences in learners' satisfaction, comprehension, and delayed retention between problem-based video instruction and problem-based video instruction without group discussion. In addition, students who saw real-life situations through a video format expressed higher confidence in their ability to transfer the learning to similar and new contexts than students who saw them through a text format. This study implies that problem-based video instruction in college courses have the potential to enhance student satisfaction, comprehension, delayed retention, and confidence in their knowledge transfer.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD