The present study attempted to tackle a hurdle that continues to plague the research on interest: the lack of an adequate theoretical model. In particular, the tenability of a hypothetical construct of interest as it applies to the secondary mathematics classroom was proposed and empirically assessed. Building on previous theoretical work, the study used qualitative and quantitative methodologies to first develop a model and then assess its construct validity. The results indicate that it is useful to distinguish between personal and situational interest. Furthermore, the results indicate that the structure of situational interest is multifaceted, clarifying 5 subfacets of situational interest in the high school mathematics classroom.
There are many resources available to higher education faculty to support selection and production of multimedia for use in blended (also known as mixed-mode or hybrid) learning experiences. Unfortunately, there is limited advice, best practice, or research available to assist a faculty member in determining which content would be best delivered to students in person, online, or in a mixture of the two approaches. This chapter describes a course design model used to determine the types of content that are best delivered in a completely classroom, only online, or mostly mixed pedagogical approach. The characteristics and criteria for content most suited to each of these instructional strategies are listed, and two worked examples from an undergraduate science and a doctoral statistics course are included.
This entry looks at the role of student-generated multimedia (SGM) in helping students more effectively achieve meaningful outcomes. The entry first looks at the theory and research behind multimedia learning and then goes on to address the specific case of student-generated multimedia. Mayer (2001) defined multimedia as the presentation of material using both words and images, and then subsequently defined multimedia instruction as a “presentation involving words and pictures that is intended to foster learning” (p. 3). The implications of these definitions are important because they delineate two key aspects to thinking about multimedia. First, multimedia products do not need to use video, animation, or interactivity. More importantly, Mayer’s definitions focus on multimedia’s potential benefits as a learning tool rather than as a technological device.
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