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.

摘要

第四工业时代（4IA）可能同时伴随着以技术为媒介的学习的增加以及人们迫切需要快速，有效和协作学习的迫切需要。这项研究调查了视频教程中替代学习作为适合4IA挑战的教学工具的潜力。商科大学的本科生在解决开放性和概念性挑战性问题时，观看了学生tute的视频，以回应导师的提示。结果显示，学生观察者自我报告：通过观看视频教程获得了概念上的理解；偏爱观看其他替代学习方法的教程对话；观看视频教程对他们的影响和获得更多与学习有关的信息的积极影响。