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Solving College Calculus Problems: A Study of Two Types of Instructor’s Feedback
PROCEEDINGS

, Lewis University, United States ; , University of California, Riverside, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Video technology could promote college students’ conceptual, procedural and heuristic knowledge learning. This study used an experimental design to investigate the interaction effects of video feedback versus paper feedback and gender on college students' post-test performance of a calculus problem. Ninety-three first-year undergraduate students participated in the study and were randomly assigned into different feedback groups. Students in the control group received instructor’s feedback on paper whereas those in the treatment group viewed a three-minute video. A two-way ANOVA showed that students receiving video feedback performed significantly higher than those receiving paper feedback. The result supports that video feedback is a valuable tool to improve college students’ knowledge transfer between structurally similar calculus problems.

Citation

Xie, Y. & Yang, F. (2010). Solving College Calculus Problems: A Study of Two Types of Instructor’s Feedback. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1293-1299). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2019 from .