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21 Int'l J. Educ. Tech. Higher Educ. 1 (2024)

handle is hein.journals/intjedth21 and id is 1 raw text is: Lange IntiEduc TechnolHigh Educ (2024) 21:1 httpsl//doi.org/1 0.11 861s41 239-023-00431-4 International Journal of Educational Technology in Higher Education Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures Christopher Lange *Correspondence: ch ristop her h lange@dan koo k. ac.kr 1Department of British and American Hiumanities, Dankook University, 152 Jukjeon-R~o,Jukjeon 1( 1)-Dong, Suj-Gu, Yongin, Gyeonggido 16890, South Korea Abstract Recently, the number of online courses provided for university students around the world has increased substantially. Instruction is delivered most commonly through either asynchronous video lectures (pre-recorded videos with no real-time communication) or synchronous video lectures (live-streamed videos with real-time communication). From a learning perspective, it is important to capture the inter- est of learners based on specific situational aspects of both asynchronous and syn- chronous video lectures, and situational interest of learners may vary depending on the overall intrinsic qualities of each modality. Additionally, there may be variations in regards to the way in which self-efficacy interacts with situational interest depend- ing on which modality is used. This study examines survey responses of university students (n = 93) in South Korea to determine if students perceive differences in situa- tional interest between two different conditions: asynchronous video lectures and syn- chronous video lectures. Additionally, the difference between situational interest levels of learners with low self-efficacy and learners with high self-efficacy within each condi- tion was examined.The main results showed no overall difference in situational interest between the two conditions and no difference in situational interest between learners with low self-efficacy and learners with high self-efficacy in the synchronous video lec- ture condition. However, there was a significant difference in situational interest found between learners with low self-efficacy and learners with high self-efficacy in the asyn- chronous video lecture condition. Results are explained through the differing effects of self-efficacy on situational interest based on the amount of autonomy provided in online learning environments. Keywords: Asynchronous video lectures, Self-efficacy, Situational interest, Synchronous video lectures Introduction The educational landscape of higher education in recent years has made a significant shift toward online learning, revealing a number of ways to engage in instructional delivery across a variety of subjects taught through both asynchronous and synchro- nous modalities (Ivanjek et al., 2022). With the increasingly prevalent use of tech- nology as a means of promoting learning in online university settings, it becomes ©The Author(s) 2024. Open Access This article is licensed Lnder a Creative Commons Attribution 4.0 International License, which permits '~iSpringer 0pen use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original d Zj author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the mate- rial. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directlyfrom the copyright holder.To view a copyofthis licence, visit httpJ/ creativecomrnonscorgI icenses/by,'4.C/.

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