Skip to main content

Advertisement

SpringerLink
Log in

The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

The purpose of this study is to investigate whether or not the use of video can have a positive effect on satisfaction, empathy, and learning achievement in problem-based instruction among Korean college students majoring in education. To achieve this purpose, this study compared the findings from three dependent variables in problem-based video instruction with those in problem-based text instruction. The results indicate that there were statistically significant differences in learner satisfaction, empathy, and learning achievement between students who received problem-based video instruction and students who received problem-based text instruction. Consequently, the findings of this study imply that video can be an effective medium to present authentic situations in order to enhance student satisfaction, empathy, and learning achievement in problem-based instruction. This study might be significant in expanding the potential use of problem-based video instruction and in establishing an example of problem-based video instruction for Korean college students majoring in education.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aaron, S., Crocket, J., Morrish, D., Basualdo, C., Kovithavongs, T., Mielke, B., et al. (1998). Assessment of exam performance after change to problem-based learning: Differential effects by question type. Teaching and Learning in Medicine, 10(2), 86–91.

    Article  Google Scholar 

  • Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52–81.

    Article  Google Scholar 

  • Anderson, R. C., Armbruster, B. B., & Roes, M. (1989). A modest proposal for improving the education of reading teachers (ERIC Document Reproduction Service No. ED 313674).

  • Antepohl, W., & Herzig, S. (1997). Problem-based learning supplementing in the course of basic pharmacology-results and perspectives from two medical schools. Naunyn-Schmiedeberg’s Archives of Pharmacology, 355, R18.

  • Bar-On, R., & Parker, J. (Eds.). (2000). The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W. H. Gijselaers (Eds.), New directions for teaching and learning. Nr. 68 (pp. 3–11). San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Bechtel, G. A., Davidhizar, R., & Bradshaw, M. J. (1999). Problem-based learning in a competency-based world. Nurse Education Today, 19, 182–187.

    Article  Google Scholar 

  • Bichelmeyer, B. A., Marken, J., Harris, T., Misanchuk, M., & Hixon, E. (2009). Fostering affective development outcomes. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-design theories & models: Building a common knowledge and base (Vol. III, pp. 249–274). New York: Routledge.

    Google Scholar 

  • Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Research, 18(1), 32–42.

    Google Scholar 

  • Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

    Google Scholar 

  • Butler, Y. G. (2005). Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan, and Taiwan. Language Teaching Research, 9(4), 423–446.

    Article  Google Scholar 

  • Camp, G. (1996). Problem-based learning: A paradigm shift or a passing fad? Medical Education Online 1, 2. Retrieved March 10, 2005, from http://www.med-ed-online.org/f0000003.htm.

  • Choi, H. (2007). College students’ perceptions of learning and knowledge transfer in problem-based video instruction: A case study. Journal of Learning Design, 2(2), 105–115.

    Google Scholar 

  • Choi, H., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215–227.

    Article  Google Scholar 

  • Choi, H., & Johnson, S. D. (2007). The effect of problem-based video instruction on learner satisfaction, comprehension and retention in college courses. British Journal of Educational Technology, 38(5), 885–895.

    Article  Google Scholar 

  • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.

    Google Scholar 

  • Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29.

    Article  Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19, 2–10.

    Article  Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1991). Technology and the design of generative learning environment. Educational Technology, 31, 34–40.

    Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1992). The Jasper Series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27(3), 291–315.

    Article  Google Scholar 

  • Damasio, A. R. (1994). Descartes’ error: Emotion, reason, and the human brain. New York: G. P. Putnam.

    Google Scholar 

  • Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533–568.

    Article  Google Scholar 

  • Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, vol. 3: Social, emotional, and personality development (pp. 701–778). New York: Wiley.

    Google Scholar 

  • Elliot, T. R., MacNair, R. R., Yodder, B., & Byrne, C. A. (1991). Interpersonal behavior moderates kindness norm effects on cognitive and affective reactions to physical disability. Rehabilitation Psychology, 36, 57–66.

    Article  Google Scholar 

  • Gouvier, W. D., Coon, R. C., Todd, M. E., & Fuller, K. H. (1994). Verbal interactions with individuals presenting with and without physical disability. Rehabilitation Psychology, 39, 263–268.

    Article  Google Scholar 

  • Greenspan, S. I., & Benderly, B. L. (1997). The growth of the mind and the endangered origins of intelligence. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854.

    Google Scholar 

  • Henry, G. T. (1998). Practical sampling. In L. Bickman & D. J. Rog (Eds.), Handbook of applied social research methods (pp. 101–126). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Hmelo, C. E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. The Journal of Learning Sciences, 7, 173–236.

    Article  Google Scholar 

  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Maximizing instruction through cooperative learning. ASEE Prism, 7(6), 24–29.

    Google Scholar 

  • Jonassen, D. H., Davison, M., Collins, M., Campbell, J., & Haag, B. B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7–23.

    Article  Google Scholar 

  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Keller, J. M. (1987). IMMS: Instructional materials motivation survey. Personal communication: Florida State University.

  • Kwon, Y. (2003). A comparative analysis of preschool education in Korea and England. Comparative Education, 39(4), 479–491.

    Article  Google Scholar 

  • LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. New York: Simon & Schuster.

    Google Scholar 

  • Lim, H., & Griffith, W. I. (2003, May). Successful classroom discussions with adult Korean ESL/EFL learners. The Internet TESL Journal, 9(5). Retrieved November 19, 2010, from http://www.iteslj.org/Techniques/Lim-AdultKoreanshtml.

  • Malm, B. (2009). Toward a new professionalism: Enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77–91.

    Article  Google Scholar 

  • Mandl, H., Gruber, H., & Renkl, A. (1996). Communities of practice toward expertise: Social foundation of university instruction. In P. B. Bates & U. M. Staudinger (Eds.), Interactive minds. Life-span perspectives on the social foundation of cognition (pp. 394–412). Cambridge: Cambridge University Press.

    Google Scholar 

  • Neito, S. (2009). From surviving to thriving. Educational Leadership, 66(5), 8.

    Google Scholar 

  • Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, 557–562.

    Article  Google Scholar 

  • Quinn, J. B. (1992). Intelligent enterprise: A knowledge and service based paradigm for industry. New York: The Free Press.

    Google Scholar 

  • Rosier, R. H. (1995). The competency model handbook (Vol. 2). Boston: Linkage.

  • Salomon, G. (1994). Interaction of media, cognition, and learning. Hillsdale, NJ: Lawrence Erlbaum Associates.

  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagine, Cognition, & Personality, 9(3), 185–211.

    Google Scholar 

  • Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: an instructional model and its constructivist framework. Educational Technology, 35, 31–38.

    Google Scholar 

  • Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning. New York: McGraw-Hill.

    Google Scholar 

  • Shyu, H. C. (2000). Using video-based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57–69.

    Article  Google Scholar 

  • Son, B., & Van Sickle, R. L. (2000). Problem-solving instruction and students’ acquisition, retention and structuring of economics knowledge. Journal of Research and Development in Education, 33(2), 95–105.

    Google Scholar 

  • Stephens, K. K., & Clark, D. W. (1987). A pilot study of the effects of visible physical stigma on personal space. Journal of Applied Rehabilitation Counseling, 18, 52–54.

    Google Scholar 

  • Strobel, J., & Barneveld, A. V. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 44–58.

    Google Scholar 

  • Tynjälä, P. (1999). Towards expert knowledge? A comparison between a constructivist and traditional learning environment in the university. International Journal of Educational Research, 33, 355–442.

    Google Scholar 

  • Tynjälä, P., Slotte, V., Nieminen, J., Lonka, K., & Olkinuora, E. (2006). From University to Working Life: Graduates’ Workplace Skills in Practice. In P. Tynjälä, J. Välimaa, & G. Boulton-Lewis (Eds.), Higher education and working life. Collaborations, confrontations and challenges. Amsterdam: Elsevier.

    Google Scholar 

  • Washburn, G. N. (2008). Alone, confused, and frustrated: Developing empathy and strategies for working with English language learners. The Clearing House, 81(6), 247–250.

    Article  Google Scholar 

Download references

Acknowledgments

This work was supported by Hongik University Research Fund.

Author information

Authors and Affiliations

  1. Hongik University, 72-1 Sangsu-Dong, Mapo-Gu, Seoul, 121-791, Korea

    Hee Jun Choi

  2. Kookmin University, 861-1 Geongneung-Dong, Seongbuk-Gu, Seoul, 136-702, Korea

    Minwha Yang

Authors
  1. Hee Jun Choi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Minwha Yang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hee Jun Choi.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Choi, H.J., Yang, M. The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context. High Educ 62, 551–561 (2011). https://doi.org/10.1007/s10734-010-9403-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-010-9403-x

Keywords

Search

Navigation