Video Intervention Projects: Using Technology and Cognitive Dissonance Theory to Enhance Learning

Wimer, Jeffrey W.

doi:10.1080/19325037.2003.10603581

Cited by 2 publications

(1 citation statement)

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“…Dissonance can be reduced by generating new understandings to restore consonance or changing one of the understandings (McKimmie, 2015). When learners interact with diverse peers in a course such as MOOCs, they are likely to share their knowledge and opinions, dissonance may occur when the information conflicts with their prior beliefs and experiences (McFalls & Cobb-Roberts, 2001;Wimer, 2003). In this research, cognitive dissonance theory uses instructional strategy to reduce the dissonant that would happen in diverse learners.…”

Section: Introduction Rationalementioning

confidence: 99%

A ubiquitous mooc instructional design model based on cognitive dissonance for enhancing higher education students? cross?cultural competence

Plangsorn

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The research objectives of this study were (1) to study undergraduate students? opinions in designing a ubiquitous MOOC, (2) to develop a ubiquitous MOOC instructional design model based on cognitive dissonance for enhancing higher education student?s cross?cultural competence (U-MOOC model), and (3) to study the effects of a ubiquitous MOOC instructional design model based on cognitive dissonance for enhancing higher education student?s cross?cultural competence. This study used the research and development research methodology divided into three phases: survey research, U-MOOC model development, and experimental research. The samples of survey phase were 410 undergraduate students recruited from eight government universities. The participants of experiment phase were 30 undergraduate students. The research instruments comprised three questionnaires; undergraduate students? opinions in designing a ubiquitous MOOC, experts? opinions about cross-cultural communication content, and experts? opinions about the U-MOOC model; cross-cultural competence scale; and interview protocol. The research findings were summarized as follows: 1. Undergraduate students? opinions in designing a ubiquitous MOOC included three concepts; u-learning, massive open online course (MOOC), and instructional design of ubiquitous MOOC for enhancing cross?cultural competence. The highest average score was instructional design of ubiquitous MOOC for enhancing cross?cultural competence, followed by MOOC and u-learning, respectively. 2. The developed U-MOOC model consisted of six steps: (1) Define online learning objectives, (2) Analyze U-MOOC environment needs, (3) Develop U-MOOC learning activity plan, (4) Develop U-MOOC, (5) Deliver to multi-cultural learners, and (6) Assess learners? learning. 3. The effects of U-MOOC model indicated that student?s cross?cultural competence between pretest and posttest were statistically significant difference (p < .05). In addition, an exploration of the enhancing higher education student?s cross?cultural competence in ubiquitous MOOC instructional model were divided into three parts; ubiquitous MOOC learning, cognitive dissonance, and recommendations for ubiquitous MOOC.

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Section: Introduction Rationalementioning

confidence: 99%

A ubiquitous mooc instructional design model based on cognitive dissonance for enhancing higher education students? cross?cultural competence

Plangsorn

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Review of Current Health Education Theories

DeBarr

2004

CALIF J HEALTH PROMOT

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This article presents a review of current theories and models in health education. Articles published in 2003 in the American Journal of Health Education, the American Journal of Health Behavior, Health Education and Behavior, Health Education Research, and the International Electronic Journal of Health Education, were reviewed. Concepts and constructs for each theory and model used are presented. The three predominant theories and models in this literature, The Transtheoretical Model (Stages of Change Theory), the Theory of Reasoned Action/Planned Behavior, and the Social Cognitive Theory are examined in greater detail.

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Video Intervention Projects: Using Technology and Cognitive Dissonance Theory to Enhance Learning

Cited by 2 publications

References 3 publications

A ubiquitous mooc instructional design model based on cognitive dissonance for enhancing higher education students? cross?cultural competence

A ubiquitous mooc instructional design model based on cognitive dissonance for enhancing higher education students? cross?cultural competence

Review of Current Health Education Theories

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