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   Weinberg, Aaron; Martin, Jason; Thomas, Matthew; Tallman, Michael (November 2018, Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   In this study we investigate how students watch and learn from a set of calculus instructional videos focused on reasoning about quantities needed to graph the function modeling the instantaneous speed of a car. Using pre- and post-video problems, a survey about the students’ sense-making and data about the students’ interactions with the video, we found that many students did not appear to make significant gains in their learning and that students appeared to not recognize their own moments of confusion or lack of understanding. These results highlight potential issues related to learning from instructional videos. 

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2. Failing to rewind: Students’ learning from instructional videos

   Weinberg, A.; Thomas, M.; Martin, J.; Tallman, M. (January 2018, Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   In this study we investigate how students watch and learn from a set of calculus instructional videos focused on reasoning about quantities needed to graph the function modeling the instantaneous speed of a car. Using pre- and post-video problems, a survey about the students’ sense-making and data about the students’ interactions with the video, we found that many students did not appear to make significant gains in their learning and that students appeared to not recognize their own moments of confusion or lack of understanding. These results highlight potential issues related to learning from instructional videos. 

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3. Failing to Rewind: Students' Learning from Instructional Videos

   Weinberg, Aaron; Martin, Jason; Thomas, Matt; Tallman, Michael (November 2018, Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   In this study we investigate how students watch and learn from a set of calculus instructional videos focused on reasoning about quantities needed to graph the function modeling the instantaneous speed of a car. Using pre- and post-video problems, a survey about the students’ sense-making and data about the students’ interactions with the video, we found that many students did not appear to make significant gains in their learning and that students appeared to not recognize their own moments of confusion or lack of understanding. These results highlight potential issues related to learning from instructional videos. 

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4. The effects of instructors and student activity in learning from instructional calculus videos

   Weinberg, A.; Martin, J.; Tallman, M. (October 2021, Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Olanoff, D.; Johnson, K.; Spitzer, S. (Ed.)

   We report the results of an investigation into the factors that affect students’ learning from calculus instructional videos. We designed 32 sets of videos and assessed students’ learning with pre- and post-video questions. We examined how students’ engagement and self-identified ways of interacting with the videos connected to their learning. Our results indicate that there is a complicated relationship between the student, curriculum, instructional practices, and the video content, and that the effectiveness of instructional videos may be contextualized by both instructional practices and the extent to which the understandings supported in the videos are compatible with the meanings promoted during instruction. 

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5. The Effects of Instructors and Student Activity in Learning from Instructional Calculus Videos

   Weinberg, Aaron; Martin, Jason; Tallman, Michael (October 2021, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Olanoff, D.; Johnson, K.; Spitzer, S. (Ed.)

   We report the results of an investigation into the factors that affect students’ learning from calculus instructional videos. We designed 32 sets of videos and assessed students’ learning with pre- and post-video questions. We examined how students’ engagement and self-identified ways of interacting with the videos connected to their learning. Our results indicate that there is a complicated relationship between the student, curriculum, instructional practices, and the video content, and that the effectiveness of instructional videos may be contextualized by both instructional practices and the extent to which the understandings supported in the videos are compatible with the meanings promoted during instruction. 

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