New Perspectives in Science Education

Researchers have always studied the use of non-traditional and novel electronic methods in teaching, including web-based modalities. According to existing literature [1], educational videos are increasingly used in education, and students can learn complex concepts much better when presented with visual explanatory videos. Additionally, researchers have studied the use of educational videos in students' self-regulated learning, motivation, and engagement [2]. Web 2.0 applications, such as the online video platform YouTube, may enhance the students' knowledge and retention while connecting with peers and faculty [3]. However, the availability of this immense variety of online videos poses problems when picking out the relevant, updated, and appropriate ones for educational purposes. Additionally, the absence of instructors' support may introduce irrelevant concepts and affect the students' existing conceptual knowledge. In this paper, we present a concept-oriented peer-based learning framework (COPL). This learning framework helps students improve their learning and increase their motivation and engagement. The proposed framework is based on the Feynman technique or mental model, summarized in the following statement "If you want to learn something properly, try to explain it clearly." By trying to teach a concept in plain terms, students will immediately see where they understand that concept. They will also be able to instantly identify gaps in their conceptual knowledge. The proposed framework steps are (i) Instructor identify the learning objectives, (ii) instructor determine related concepts and define assessment metrics, (iii) students use the Feynman technique to create videos explaining these concepts and can provide constructive feedback on peers' videos, and finally, (iv) instructor moderates the content and assigns digital badges, as incentives, to students based on their interactions and engagement. Our study contributions: (i) a new framework that supports the students' learning, engagement, and motivation supported by the activity and motivation theories, (ii) a web-based cyber-environment that fosters peer-based learning, collaboration, and interaction, (iii) a fruitful approach to educational data collection and analysis, and (iv) an insight for researchers and faculty members on how the students form a community of learners to extend their collective knowledge through the video-based co-explanation of various concepts.

Keywords: Educational online videos, self-regulated learning, peer-based learning, student engagement, student motivation

References:

1. Chtouki, Yousra, et al. "The impact of YouTube videos on the student's learning." 2012 ITHET. IEEE, 2012.
2. Morena, Matthew A., Shelly Smith, and Robert Talbert. "Video made the calculus star." PRIMUS 29.1 (2019): 43-55.
3. Oktavia, Tanty, et al. "The influence of social media to support learning process in higher education institution: A survey perspective." 2017 ICISS. IEEE, 2017.