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Evaluating the Use of an Online Video Training Program to Supplement a Graduate Course in Applied Behavior Analysis

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  • Gabrielle T. Lee

    (Michigan State University, East Lansing, USA)

  • Tzu-Fen Chang

    (Central Michigan University, Mt. Pleasant, USA)

Abstract

The primary purpose of the present article was to evaluate the effects of a supplemental online video program on student quiz performance for an online course in applied behavior analysis. Nineteen graduate students, in ages ranging from 22 to 40, agreed to participate in this study. A within-subject group design was used. The control condition contained textbook readings and accompanied self-guided notes, while an online video training program was added to supplement the experimental condition. Results indicated that the students scored significantly higher in their weekly quizzes under the condition supplemented with the online video training program. The students perceived the video training program as equally helpful as the textbook, but they enjoyed the online videos significantly more than the textbook. Students' self-reported enjoyment of the online videos was also positively correlated to their quiz performance under the condition supplemented with the videos.

Suggested Citation

  • Gabrielle T. Lee & Tzu-Fen Chang, 2019. "Evaluating the Use of an Online Video Training Program to Supplement a Graduate Course in Applied Behavior Analysis," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 9(2), pages 21-32, April.
    • Handle: RePEc:igg:jopcd0:v:9:y:2019:i:2:p:21-32
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    Cited by:

    1. Blerta Prevalla Etemi & Huseyin Uzunboylu & Shpetim Latifi & Ulzharkyn Abdigapbarova, 2024. "The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception," Sustainability, MDPI, vol. 16(2), pages 1-20, January.

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