Interactive Storytelling: Opportunities for Online Course Design

Steele

Journal of Educational Technology Systems

2021

483

256

The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a need to examine different instructional approaches including online, hybrid, and blended learning methods. This descriptive study provide an in-depth review of the history of blended learning, evolution of hybrid model of instruction, preparedness of faculty with minimal or no experience in online teaching, and lessons learned as faculty worked on navigating COVID-19 situation since early 2020. A fish-bone analysis, a visual and structured approach to identify possible causes of problem, has been used to present the problems faced by faculty during the pandemic. A detailed Strength–Weakness–Opportunities–Threat analysis of blended/hybrid learning has been presented. An evidence-based approach on how instructors can combine the best of both traditional and online instruction to offer engaging learning experiences for students has been described. This research provides valuable insights to faculty and administrators who are preparing to teach during a pandemic and making efforts to academically survive it.

Section: Strength-weakness-opportunities-threatmentioning

confidence: 99%

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

Steele

Journal of Educational Technology Systems

2021

483

256

Turkish Online Journal of Distance Education

“…3. Dynamic presentation: Dynamic presentation is characterized by being multisensory because it triggers or targets different senses, where movement is used to attract and obtain attention (Baldwin, & Ching, 2017). 4.…”

Section: Theoretical Freamwork Interactive Digital Video (Idv)mentioning

confidence: 99%

Effect of Interactive Video Length Within E-Learning Environments on Cognitive Load, Cognitive Achievement and Retention of Learning

Afify¹

2020

The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affect learners' engagement and their learning through watching digital interactive videos. the main purpose of this study is to examine whether long interactive videos can improve students' performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of ( 63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments.

“…This multisensory focus may help health education programs compete more effectively with other industries in the “attention economy” environment. The addition of an interactive feature to this domain serves as a synergistic attribute for stimulating multiple senses [ 37 ]. Examples of the art domain includes the use of music, storytelling, pictographs, multimedia, and movement (see Table 1 ).…”

Section: The Multisensory Multilevel Health Education Modelmentioning

confidence: 99%

A Multisensory Multilevel Health Education Model for Diverse Communities

Williams

Swierad

2019

IJERPH

Owing to their enormous capacity to improve health and save lives, effective health promotion frameworks have been at the forefront of public health research and practice. A multilevel focus, as exemplified by the Socio-Ecological Model (SEM), is one common denominator among these frameworks. The SEM highlights important social and ecological influences on health behavior by delineating the different levels of influence. These include public policy, organizational, community, interpersonal, and intrapersonal levels, which, when considered during the development of health promotion campaigns, especially those that focus on health education, strengthen the potential influence of that campaign on targeted behaviors. However, the SEM lacks a complimenting framework for understanding the role of conventional and unconventional approaches to health education; that is, how to design a health education intervention that considers both the context, such as the social and ecological levels of influence, and the best approaches for developing and delivering the health education in a manner that optimizes their effectiveness in today’s modern and increasingly diverse world. Addressing this gap, the current article presents an integrative Multisensory Multilevel Health Education Model (MMHEM), which incorporates three key domains—(1) Art (innovativeness/creativity), (2) Culture (cultural tailoring), and (3) Science (evidence-based), while promoting the importance of considering the socio-ecological levels of influence on targeted behaviors. Using a successful health education intervention, called the Hip Hop Stroke, we deconstruct the Multisensory Multilevel Health Education Model and discuss its potential role as a guide for developing public health education interventions.