Collaborative learning
Peer-created videos for hybrid learning
Open access · cc by · source: Europe PMC
Engineering students in hybrid/online courses highly rated peer-created problem videos, with Student-Teachers reporting motivation gains and learners preferring peer content to traditional lectures.
Study at a glance
- Design
- Other — Two-year peer-learning project with Student-Teachers creating supervised problem videos
- N
- N=78 · 78 Economics and Business engineering students across 2020/21–2021/22
- Population
- Engineering students in hybrid/online economics and business courses
- Outcome
- Ratings of peer-created problem videos vs traditional lectures and motivation gains
Structured fields used in claim comparison tables when every cited study has a complete layer.
Key findings
Students valued the activity highly and preferred peer-created video content to traditional lectures; Student-Teachers especially linked the role to motivation and retention. Some age-group differences in ratings appeared.
Methodology
Over two academic years, 78 Economics and Business engineering students joined a peer-learning project as Student-Teachers (recording supervised solution videos) or Student-Learners (using the video bank), then completed Likert surveys analyzed with Kruskal-Wallis tests.
Limitations
Voluntary participation and self-report ratings cannot prove peer videos cause higher exam scores versus instructor content alone.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Over two years, 78 Economics and Business engineering students rated a peer-created video project on Likert items analysed with Kruskal–Wallis tests. They valued the activity highly and preferred peer videos to traditional lectures; Student-Teachers especially linked the role to motivation and retention. Voluntary ratings cannot prove that peer videos raise exam scores versus instructor content.
Evidence for the claim as stated.
High Likert approval is not a common learning result. Peer-video students preferred peer content to lectures; transcript groups viewed captions positively; German students’ learning-success satisfaction tracked teacher digital-competence ratings (0.39). Transcripts still did not raise grades, and the emotional-interface Likert measures did not rise even when recall did. Treating 'students rated it well' as 'students learned more' collides those papers.
Evidence for the claim as stated.
Open questions
Tensions this paper is part of
From concept pages' “where studies disagree.” Disagreement means the same question; scope means different assays, populations, or outcomes.
High Likert approval is not a common learning result. Peer-video students preferred peer content to lectures; transcript groups viewed captions positively; German students’ learning-success satisfaction tracked teacher digital-competence ratings (0.39). Transcripts still did not raise grades, and the emotional-interface Likert measures did not rise even when recall did. Treating 'students rated it well' as 'students learned more' collides those papers.
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