摘要：The purpose of this study was to investigate college students’ perceptions of learning and knowledge transfer in problem-based video instruction. To achieve this purpose, this study compared students’ interview data of learning and knowledge transfer in problem-based video instruction (PBVI) that was produced for an undergraduate course of the special education field with those in two other kinds of instruction: (a) problem-based text instruction (PBTI) and (b) problem-based video instruction without group discussion (PBVI w/o GD) by using the constant comparison method. This study implies that the use of video in problem-based instruction can positively affect college students’ perceptions of learning and knowledge transfer and that group discussion should be carefully structured in order to improve its effectiveness in problem-based instruction.
关键词：problem-based video instruction; perception of knowledge transfer; perception of learning; group discussion; the use of video
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