Faculty Development, Learner Support and Evaluation in Web-Based Programs

Sorg, Steven E.; Truman-Davis, Barbara; Dziuban, Charles D.; Moskal, Patsy; Hartman, Joel; Juge, Frank

doi:10.1076/ilee.7.2.137.7433

Cited by 9 publications

(4 citation statements)

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“…Second, for the institutions, there are cost savings and the possibility of increasing enrollment access (Bonk et al, 2002;Graham et al, 2003). Third, for instructors, there is the benefit of reviewing and editing their instruction to produce a version that is clearer, more focused and tailored to different learning preferences among diverse student populations (Morgan, 2002;Sorg et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university

Hughes

Costley

Lange³

2018

ITSE

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Purpose The paper aims to examine the effect of levels of self-regulated effort (SRE) and levels of cognitive load on the watching and completing of video lectures used as the main source of instruction in online learning environments. Design/methodology/approach A survey provided data on the students’ engagement with video lectures, their level of SRE and the level of cognitive load they perceived while watching video lectures. The relationships between these variables and statistical significance were analyzed. Findings There were three key findings: a positive relationship between SRE and both watching and completing lectures; a negative relationship between SRE and perceptions of existing cognitive load; and students in different demographic groups watched fewer lectures, experienced higher cognitive load and reported lower levels of SRE. Research limitations/implications Implications of this study are that video lecture creation would benefit from the development of best practices, consideration of students’ levels of self-regulation, minimization of extraneous load and individual differences among groups of students. Limitations are the context-specific nature of the findings and the fact that data were drawn from self-reported survey responses, meaning they are subjective in nature. Originality/value The originality of this paper lies in its investigation of relationship between SRE, cognitive load and video lecture viewership. No research of this topic could be found during the literature review. Findings are of value to those interested in reaping increased levels of video lecture viewership by showing elements that will encourage engagement, satisfaction and better transmission of instruction.

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Section: Introductionmentioning

confidence: 99%

The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university

Hughes

Costley

Lange³

2018

ITSE

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“…The number of institutions offering e-learning environments as augmentations of and alternatives to traditional fully face-to-face classroom based learning experiences has rapidly increased in recent years (Lee & Lee, 2015). E-learning courses are increasingly being initiated by institutions for their cost benefits (Bonk, Olson, Wisher, & Orvis, 2002;Graham, Woodfield, & Harris, 2003), embraced by instructors for the pedagogic benefits they offer (Morgan, 2002;Sorg et al, 1999), and sought out by learners for, among other factors, their flexibility, accessibility, and the opportunity to self-regulate their study paths (National Center for Education Statistics [NCES], 2008;Traphagan, 2005). The increasing student interest in e-learning courses is evident, as enrolment has steadily increased over the years (Allen & Seaman, 2013;C.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities

2017

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Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801) were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively) all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners : Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for researchers to conduct further research into the interplay between ways instructors can design their instruction in order to encourage learners to better experience online learning.

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“…Asynchronous video instruction, when used in online learning environments, is said to be beneficial to both the learner and the instructor. For the instructor, there exists the capacity to review their lecture, making edits and corrections before sharing with learners, to tailor instruction for different audiences, and to play with different combinations of media to control for cognitive load (Hughes, Costley, & Lange, 2019;Morgan, 2002;Sorg et al, 1999). For the learner, these recorded forms of instruction are said to offer affordances of ubiquity, self-pacing, and review (NCES, 2008;Traphagan et al, 2010).…”

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confidence: 99%

The Relationship between Attention and Extraneous Load

Hughes

Costley

Lange

2021

TAPSLA

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There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.

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Faculty Development, Learner Support and Evaluation in Web-Based Programs

Cited by 9 publications

References 0 publications

The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university

The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university

The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities

The Relationship between Attention and Extraneous Load

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