This mixed method research examined instructors' use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85) and those who received text (M = 5.62, SD = 0.75); t(178) = 1.23, p = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.
Abstract:Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.This article explores how social learning perspectives can be used in the design, development, and implementation of Web-based learning environments (WBLEs). The purposes of this article are (1) to review and analyze the literature of WBLEs from the perspective of social learning theory and (2) to provide suggestions for the design and development of WBLEs using the frame of social learning theory with implications for future research.To select literature sources for inclusion in our review, we searched major databases for peer-reviewed articles and their reference lists (e.g., ERIC, Correspondence should be sent to Janette R. Hill, University of Georgia, LEAP, River's Crossing, Athens, GA 30602. E-mail: janette@uga.edu SOCIAL LEARNING THEORY 89Education Abstracts), and reviewed the contents of the articles exploring issues related to social learning and online environments. From this pool, we selected those that were most current, exhibited sound research methodologies, and provided a general understanding of social learning in online learning situated primarily in a Web-based context. This process eliminated some studies that addressed online learning generally but not social learning theory factors specifically.For purposes of this article, we explored WBLEs set within a formal learning setting; informal learning environments (e.g., multiuser environments in which learning may occur as a result of interactions) are not included. We view WBLEs as settings that enable learners to interact and observe the results of their interactions while responding to and engaging with others, leading to a possible development of a more cohesive community of learners. Although there are many other useful formats for online learning, the focus of this article is on Web-based learning environments that are interactive in nature. APPLYING CONSTRUCTS FROM SOCIAL LEARNING THEORIES IN WBLEsSeveral factors influence teaching and learning per social learning perspectives: context, culture and community, and learner characteristics. In the following section, we present a description and related attributes, as well as a synthesis of WBLE research, to illustra...
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction.In this study, we tested three methods of pre-class content learning-interactive online tutorials, video lectures, and textbookstyle readings-while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.