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1. Introduction
Online learning has experienced unparalleled growth in recent years (Chen et al., 2010; Guo et al., 2016; Schwarz et al., 2015; Shao, 2018; Steiner et al., 2013). Consequently, research in this field has looked at a multitude of contexts, variables and relationships, using a variety of research methods. Generally, online learning (or e-learning) is divided into two categories. The first concerns online environments where learning is fully mediated by technology. In such environments, all learning activities are completed online, with none of them taking place in the traditional classroom. The second category of online learning takes place in a blended learning (BL) environment that combines online and traditional in-class learning (Graham, 2006; Halverson et al., 2012; Lister, 2014). This includes the use of technologies such as forums and electronic bulletin boards (e.g. Steiner et al., 2013) or newer tools such as virtual worlds, social networking sites and simulation games to complement face-to-face lectures (e.g. Chen et al., 2010; Wu and Chen, 2015). In other words, BL methods supplement traditional class teaching by allowing some of the learning to advance via online tools.
In this study, we focus on the online video presentation method as an example of BL methods that can be used to supplement in-class (face-to-face) learning. This is consistent with the recent trend in postsecondary education to complement curricula in what is essentially an in-class setting, with online methods that allow for distant learning. Furthermore, the move of many postsecondary institutions to online delivery and learning due to the COVID-19 pandemic has forced many educators to experiment with online and BL methods, including online multimedia and video presentations.
Extant research has generally confirmed that BL is perceived to be useful (Hill et al., 2017; Saadé and Bahli, 2005) and has the potential to increase student satisfaction compared to traditional face-to-face methods or pure online environments (Owston et al., 2013). Congruently, this body of research has identified a number of antecedents to these positive evaluations, such as flow and cognitive absorption (Guo et al., 2012; Saadé and Bahli, 2005) and media and instructional strategy characteristics (Chen et al., 2010), among many others (e.g. Calisir et al., 2014; Sun et al.