Learning with E-lectures. The Meaning of Learning Strategies

Tanja Jadin, Bernad Batinic, Astrid Gruber

Research output: Contribution to journalArticlepeer-review

22 Citations (Scopus)


Video-based e-lectures offer interactive learning and more vivid and personalized forms of self-regulated learning. Participants (N = 28) learned from either a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) or an e-lecture without the transcript (unimodal presentation). Learners could be classified as "repeaters", whose primary focus was on the lectured material, or as " surfers," who spent less time on the lecture itself and instead used the optional links. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outperforming surfers), but not by presentation modality (with or without written text).

Original languageEnglish
Pages (from-to)282-288
Number of pages7
JournalEducational Technology and Society
Issue number3
Publication statusPublished - Jul 2009


  • E-learning
  • Interactive video
  • Learning strategies
  • Multimedia learning
  • Redundancy principle


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