Learning by watching others learn: the use of videoed tutorials in undergraduate business education

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Abstract

The Fourth Industrial Age (4IA) is likely to be accompanied simultaneously by an increase in technology-mediated learning and an urgent need for people to learn rapidly, effectively and collaboratively. This study investigates the potential of vicarious learning from videoed tutorials as a pedagogical tool suitable for the challenges of 4IA. Undergraduate Business students observed videos of student tutees responding to tutor prompts as they tackled open-ended and conceptually challenging problems. The results revealed that student observers self-reported: gains in their conceptual understanding from watching videoed tutorials; preferences for watching tutorial dialogues over alternative learning methods; and that watching videoed tutorials had positive impacts on their affect and access to additional learning-related information. The study concludes that vicarious learning from videoed tutorials is an accessible technology-mediated pedagogy that is achievable by mainstream educators and is effective in developing conceptual understanding, engaging students and providing access to additional learning-related information.

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APA

Geertshuis, S., Liu, Q., Rix, N., Murdoch, O., & McConnell, M. (2021). Learning by watching others learn: the use of videoed tutorials in undergraduate business education. Higher Education Pedagogies, 6(1), 156–174. https://doi.org/10.1080/23752696.2021.1916980

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