Influence Of Teachers’ Presentation In Instructional Video On Learners’ Learning

After the rise of large-scale online courses, and then followed by its high dropout rate. The instructional video as the main material of large-scale online course, plays a significant role in learners’ learning. The clues research in domestic and foreign proves that the instructional video has important influence on learners’ learning, so my study tries to research the instructional video of clues, to find the theory of instructional video production, then to promote student learning in large-scale online courses. Researchers at Stanford university, only study the teachers in the video whether continue or nor to impact on learners’ learning, but they did not distinguish between types of knowledge, and they use the field research method, in order to complete the theory of such research, I carried out the study.This study is based on social presence, multimedia learning and cognitive load theory, aims to find out the influence of teachers presentation in different knowledge types’ video to different types of learners’on learning effect, learning satisfaction, sense of social existence, cognitive load and so on. This research use the quasi-experimental method,use the class as the research object, and randomly assigned to the experimental treatment.Firstly, we hold a pretest on learners, and then let the learners learn the video, finally,we test then again. The experiment process of this study was."continue teachers presentation of declarative knowledge instructional video, discontinuous teachers presentation of declarative knowledge instructional video, continuous teachers presentation of procedural knowledge instructional video, discontinuous teachers presentation of procedural knowledge instructional video, we using test and questionnaire to collect required data and information.In the end, we found the following conclusion:no matter what teachers presentation in declarative knowledge and procedural knowledge in instructional video, discontinuous present forms of learning effect is better than continuous present form, the result is different from Stanford university research conclusion. In the instructional video of declarative knowledge, continue teachers presentation to provide a sense of the social existence of instructional video is higher than that of discontinuous teachers presentation; in procedural knowledge instructional video, satisfaction of discontinuous teachers presentation in instructional video learning was higher than continue to present instructional video. The two conclusions fill the gaps in existing research.At the same time, because the research time is not long enough, the research object of this study is not wide and so on, so the research conclusion like "the different types of student interactions with experimental treatment affect their learning" need to be further confirmed.