The effects of corrected-errors in asynchronous video based lessons on task efficiency

This study explores the impact that student exposure to instructor made correctederrors can have on their pedagogy through the use of asynchronous video-based lessons. We define corrected-errors as segments in the lesson where the instructor makes an error, identifies that an error has been made, and then goes on to correct it. Our study measures the learners' performance on a similar task by looking at the efficiency in which that task is carried out. We hypothesize that the modeling of error detection and correction skills when coupled with the instructor’s explicit meta-cognitive explanation and reflection of errors, will lead to an increase in efficiency.