12/15/2023 0 Comments Ink2go drawing resolution![]() It is becoming evident that effective pedagogy in online courses is different from that of face-to-face courses. Poor course design, poor oversight, and poor pedagogy in online instruction are possible factors that lead to poor learning outcomes and low enthusiasm for this format ( Woodworth et al., 2015). Some studies indicate that online education is not as effective as face-to-face traditional instruction ( Krause and Coates, 2008 Pickering and Swinnerton, 2019). One of the challenges with online education is to create appealing video lessons while maintaining high educational value. To produce competitive graduates who can meet the changing demands of the modern workforce, public institutions will need to increase online course offerings. Thus, familiarity with online learning is becoming progressively more important for professional growth and career advancement, particularly in a globalized economy ( Davis, 2000). ![]() Meanwhile, the continuing education, advanced training, and certificate programs across public, private, for-profit, and nonprofit sectors are increasingly deploying e-learning programs ( Allen and Seaman, 2017). Other institutional factors, such as lack of resources, training, and incentives, also impede the growth of online instruction in public universities ( Brownell and Tanner, 2012 Gormally et al., 2014 Harvey et al., 2016). In particular, some educators believe that online education diminishes the student experience, impairs the ability of students to connect with faculty, and decreases instructional quality ( Brown, 1996 Hara, 2000). Importantly, increased online course options have the potential to reach students with limited access to higher education due to socioeconomic, geographic, financial, educational, and personal barriers ( Davis, 2000 Hara, 2000 Haugen et al., 2001 Liaw and Huang, 2002 Chen et al., 2010 Flowers et al., 2012 Hansen and Reich, 2015 Willging and Johnson, 2009).ĭespite these advantages, some public undergraduate institutions still have not embraced hybrid and fully online course models due to negative misconceptions ( Smart and Cappel, 2006 Allen and Seaman, 2017). Currently, distance learning remains highly concentrated, as almost half of distance education students are limited to 5% of all institutions. One reason for increasing online course offerings is to accommodate more students without incurring significant costs of building new infrastructure ( Seaman et al., 2018). ![]() Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.Įnrollment in online courses is growing rapidly, and public institutions are the largest educators of distance education students (68% Allen and Seaman, 2017). The students in our study rated lecture video styles that aligned with Mayer’s multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Our results reveal that multimedia learning can be satisfying and effective. We created an iterative qualitative coding scheme, “coding online asynchronous lectures” (COAL), to analyze open-ended student survey responses. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education.
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