The Effects of Lecture Diversity on Germane Load

Costley, Jamie; Lange, Christopher

doi:10.19173/irrodl.v18i2.2860

Cited by 22 publications

(18 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From a learning perspective, media can have a profound impact on how learners process and ultimately comprehend the content due to its essential role as content deliverer. Ineffective use of media contributes to interest, engagement, and motivation issues, and ultimately contributes to a lack of understanding in e-learning environments (Costley & Lange, 2017a;Mayer, 2014). This negative effect on learning occurs due to either a loss of focus on the content or problems associated with attempting to process the content (Mayer, 2014;Molnar, 2017).…”

Section: Media and Learningmentioning

confidence: 99%

“…Auditory media are designed to promote student engagement through formats such as music, sound effects, spoken text, instructor's voice, and narration (Kizilcec et al, 2015;Mayer, 2014). Effective delivery of auditory media provides verbal information of which learners can efficiently process, adds emphasis to such information, and attracts learners' attention through nonverbal sounds and music (Costley & Lange, 2017a;Mayer, 2014). Although there are clear benefits to using both visual and auditory media in video lectures, online instructors need to be mindful of potential issues with inefficient media delivery.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improving online video lectures: learning challenges created by media

Lange

Costley

2020

Int J Educ Technol High Educ

Self Cite

View full text Add to dashboard Cite

The use of media within online university courses has been shown to aid the learning process with the delivery of information through various formats. However, issues that inhibit learning have been found when media are used inappropriately. Based on an examination of extant media research, this study arranges common media delivery problems into five main categories: pace, intelligibility, quality, media diversity, and congruence. Students taking online courses were asked to comment on the media used in their classes. Each of their comments was paired with one of the five categories with justification provided for the categorizations. Through analysis of these learner comments, this study examines the extent to which media delivery problems occur among a specific sample of online university learners in South Korea. The underlying pedagogy that explains the issues caused by inadequate delivery of media is also discussed, followed by recommended solutions that can address such pedagogical concerns. The results not only highlight existing solutions to these types of media problems but also build on them by suggesting other techniques in which media can be delivered so that the overall online learning experience may be enhanced.

show abstract

Section: Media and Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving online video lectures: learning challenges created by media

Lange

Costley

2020

Int J Educ Technol High Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…The list created by the authors was then discussed with the students (6) who had engaged in this type of group work, and the students agreed that the list seemed to accurately represent the differing possible or likely types of group work. This method of item development follows the procedure set out in Costley and Lange (2017). To understand the types of group work, students were asked to respond to one single item.…”

Section: Instruments Group Workmentioning

confidence: 99%

The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load

Costley

Lange

2018

IRRODL

Self Cite

View full text Add to dashboard Cite

<p class="3">Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other learners taking the same class. This study of cyber university students (n = 2042) involved looking at the relationship between semi-formal learning groups and levels of germane load. Furthermore, this study sought to understand what role group work plays in moderating the relationship between motivation and germane load. This study found that highly motivated students had higher levels of germane load, and that group work negatively moderated that relationship. In other words, while all students benefited from group work, students with lower levels of motivation benefited more than students with high levels of motivation. This research fills an important gap by showing the value this type of group work can have for all learners, particularly those who may otherwise struggle.</p>

show abstract

“…While the research question "What are the self-regulated learning strategies that characterize MOOC learners?" (Costley & Lange, 2017) was assigned to the category "learning process. "…”

Section: Analysis Methodsmentioning

confidence: 99%

Research on MOOCs in Major Referred Journals

Babori

Zaid

Fassi

2019

IRRODL

View full text Add to dashboard Cite

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.

show abstract

The Effects of Lecture Diversity on Germane Load

Cited by 22 publications

References 55 publications

Improving online video lectures: learning challenges created by media

Improving online video lectures: learning challenges created by media

The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load

Research on MOOCs in Major Referred Journals

Contact Info

Product

Resources

About