Title: Bite-sized and peer-assisted video-based learning in statistics education: benefits on attainment, attitudes and preferences of university students

Authors: Angel J.Y. Tan; Linda K. Kaye; Elena Spiridon; Jean Linda Davies; Roderick I. Nicolson; Themis Karaminis

Addresses: Department of Psychology, Birmingham City University, Birmingham, England, UK ' Department of Psychology, Edge Hill University, Ormskirk, England, UK ' Department of Psychology, Edge Hill University, Ormskirk, England, UK ' Department of Psychology, Edge Hill University, Ormskirk, England, UK ' Department of Psychology, Edge Hill University, Ormskirk, England, UK ' Department of Psychology, Edge Hill University, Ormskirk, England, UK

Abstract: The use and acceptance of online learning have increased following the COVID-19 pandemic. This mixed-methods study examined learners' preferences and performance in online learning interactions in relation to two factors: 'bite-sized' learning and 'presenter status' in instructional videos. University students (N = 18) without a mathematical background utilised bite-sized online learning episodes focusing on statistics. Each episode included a 10-minute instructional video followed by an assessment. The videos implemented three alternative 'presenter-status' conditions: lecturer, student-imitating-lecturer or student-peer-tutor. Individual students completed three episodes, one from each presenter-status condition (counterbalanced). Participants presented high performance in the post-episode assessments, irrespective of presenter status. Students also reported remarkably positive views towards bite-sized learning in user-satisfaction questionnaires. Finally, qualitative analysis of open-ended responses and interviews uncovered three main themes: positive learning experiences, divergent attitudes towards video-based learning, and differential preferences for presenter status. These findings have clear implications for teaching and learning in higher education.

Keywords: online learning; video-based learning; bite-sized learning; technology-enhanced learning; statistics literacy; higher education; mixed methods.

DOI: 10.1504/IJTEL.2023.130098

International Journal of Technology Enhanced Learning, 2023 Vol.15 No.2, pp.143 - 163

Received: 07 Jan 2022
Accepted: 15 Mar 2022
Published online: 05 Apr 2023 *

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