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Do Captions & Transcripts Improve Student Learning?

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In this webinar, Lyman Dukes III, Ph.D., Karla Morris, M.Ed., and Casey Frechette, Ph.D from the University of South Florida, St. Petersburg, take us through the fascinating findings from an in-depth study on the use of captions and interactive transcripts in seven online courses.

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Do Captions & Transcripts Improve Student Learning?

  1. 1. DO CAPTIONS & TRANSCRIPTS IMPROVE STUDENT LEARNING? ✋ Type questions in the Q&A window during the presentation ⏺ This webinar is being recorded & will be available for replay 💬 To view live captions, please click the CC icon 📱 www.3playmedia.com l @3playmedia l #a11y Karla Morris, M.Ed. Manager of Instructional Design Services University of South Florida, St. Petersburg Lyman Dukes lll, Ph.D. Professor of Special Education University of South Florida, St. Petersburg Casey Frechette, Ph.D. Assistant Professor University of South Florida, St. Petersburg
  2. 2. How Closed Captioning & Interactive Transcripts Impact Student Learning
  3. 3. Session Objectives 2 ▰ Introduce the study details ▰ Share how students use captions and transcripts to support their learning ▰ Discuss the learning differences between students who use captions and transcripts at a higher level and those who use the tools at a lower level ▰ Share recommendations and future directions
  4. 4. Background
  5. 5. About Us Lyman Dukes III Professor, Special Education Casey Frechette Assistant Professor, Journalism & Digital Communication Karla Morris Manager, Online Learning
  6. 6. About USFSP 5 ▰ USFSP, part of the USF System, with about 6,500 students ▰ An urban campus in downtown St. Petersburg ▰ In fall & spring, online courses generate about 30% of SCHs ▰ In summer, online courses generate about 60% of SCHs
  7. 7. USFSP Accessibility Committee 6 ▰ Established to advise, create awareness, and explore accessibility initiatives for online learning ▰ Comprised of faculty and staff with expertise and interest in accessibility
  8. 8. Institutional Policy 7 ▰ All online and face to face course media must be captioned or transcribed ▰ Instructor created and third-party videos ▰ Compliance by 2021
  9. 9. Universal Design for Instruction ▰ Design instruction to maximize accessibility. ▰ Multiple ways of interacting with content are provided. ▰ UDL has great promise for increasing access and understanding in online courses. 8
  10. 10. Previous Research 9 ▰ Original pilot study to examine the cost and benefit of captioning all online course video content ▰ Next, a pilot study on the benefits of interactive transcript use including a comparison to closed captioning
  11. 11. USFSP: Our Challenge ▰ IT group in previous study achieved higher ▰ But IT requires more work to implement ▰ Wanted to examine benefits with a more significant sample to determine how to proceed at USFSP 10
  12. 12. The Study 11
  13. 13. Partnership with 3Play Media ▰ Bridge between education and industry ▰ Expand opportunity to: ▰ Research impact to learners ▰ Spread awareness ▰ Share ideas and strategies 12
  14. 14. Study Goals Examine content retention, comprehension, and application by monitoring student achievement, attitudes, and course behaviors. 13
  15. 15. Study Method 14 ▰ 7 courses from COE, CAS, COB ▰ Students Opt-In ▰ Two groups (CC, CC & IT) ▰ Orientation video ▰ Study on Module 1 video ▰ CC for all videos after ▰ Pre-test, 3 checkpoints, post-test/survey ▰ Observe student behavior while viewing videos
  16. 16. Closed Captioning: An Example 15
  17. 17. Interactive Transcripts: An Example 16
  18. 18. Findings
  19. 19. How do students use captions and transcripts to support their learning?
  20. 20. How often did you use it? CC Group ▰ “Sometimes,” “Often,” or “Always” : 55% ▰ “Often” or “Always”: 29% 19 IT Group ▰ “Sometimes,” “Often,” or “Always” : 47% ▰ “Often” or “Always”: 27%
  21. 21. Was it helpful? CC Group ▰ “Moderately Helpful” or “Extremely Helpful” : 45% ▰ At least “Slightly Helpful” : 60% 20 IT Group ▰ “Moderately Helpful” or “Extremely Helpful” : 53% ▰ At least “Slightly Helpful” : 59%
  22. 22. Why do you use them? CC Group ▰ “They help me focus” (42%) ▰ “They help with information retention” (37%) ▰ “They help when audio quality is poor” (28%) 21
  23. 23. Why do you use them? IT Group ▰ “They help with information retention” (38%) ▰ “I use them as a study guide” (29%) ▰ “They help me find information” (29%) 22
  24. 24. How helpful was it to have video lectures? CC Group ▰ “Very” or “Extremely” helpful: 62% ▰ At least “Moderately” helpful: 80% IT Group ▰ “Very” or “Extremely” helpful: 56% ▰ At least “Moderately” helpful: 77% 23
  25. 25. Open - Ended Response ▰ I can focus better when I read what is being said. ▰ I’m not exactly sure how to explain how it helps, but I know for certain that it does … I felt as though I was retaining information a lot more readily than just following a PowerPoint. ▰ Useful in noisy households where it can be a struggle to hear the videos, and quiet environments where I didn't want to disturb others. ▰ Because the class uses technical law terms, the transcripts help grasp what the professor was talking about. 24
  26. 26. Do students who use tools at a higher level learn more than those who use the tools at a lower level?
  27. 27. Low, Medium, High Usage Low Usage ▰ Reported use as “Never” or “Seldom”: 46 Medium Usage ▰ Reported use as “Sometimes”: 21 High Usage ▰ Reported use as “Often” or “Always”: 31 26
  28. 28. Overall learning at different levels of usage 27
  29. 29. Do students who use tools at a higher level comprehend the content better than those who use the tools at a lower level?
  30. 30. Recall at different levels of usage 29
  31. 31. Comprehension at different levels of usage 30
  32. 32. Application at different levels of usage 31
  33. 33. Implications & Opportunities 32
  34. 34. Implications for Students 33 ▰ Students rarely turn off the tools. ▰ Student performance improved under both conditions. ▰ Generally, the higher the usage, the greater the learning outcomes.
  35. 35. Implications for Instructional Design 34 ▰ When possible, should make both tools available to users. ▰ Share benefits and how to employ such tools as study aids. ▰ Employ this as part of Universal Design. ▰ Involve Instructional Designers.
  36. 36. Institutional Commitment & Opportunities 35 ▰ Incorporate with vision for innovative teaching ▰ Support committees, task forces, and cross-functional collaboration ▰ Articulate and support guidelines for quality online learning
  37. 37. Future Opportunities ▰ Explore connection between success and length of video watched. ▰ Examine success and tool use by demographic profile. 36
  38. 38. Learn More 37
  39. 39. Learn More 38 ▰ 3Play Media Website ▰ Webinar recording from June 2019 ▰ Resources > Recorded Webinars ▰ Full research report ▰ https://go.3playmedia.com/usfsp -captions-transcripts-study
  40. 40. 39 Questions? ▰ Lyman Dukes ldukes@mail.usf.edu ▰ Casey Frechette frechette@mail.usf.edu ▰ Karla Morris kmetz1@mail.usf.edu

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