Your new post is loading...
Your new post is loading...
Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners’ mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation.
A digital learning strategy can help institutions reconcile a tradition of high-touch, in-person learning with the opportunities of digital learning.
Writing well-researched content containing over 1,200+ words is often a requirement to gain a higher position in Google search results. When trying to score more points with SEO, web writers often forget that it’s not a search engine that reads posts, but a human being.
Liquid Syllabus A humanizing element for online courses Sends the cue, “I will be a partner in your learning.” A Liquid Syllabus (Pacansky-Brock, 2021, 2014, 2017) is a humanizing element that ensures students start a course feeling supported by their instructor. It intentionally provides students with what they need to succeed in week one of…
The European Framework for the Digital Competence of Educators
Open online education experiences persistently high dropout rates, and the efficacy of dropout interventions has been questioned. Despite considerable research, dropout reasons are not fully understood, and further in-depth investigation has been called for. Prior qualitative retention studies have frequently relied on smaller samples that are unable to generate deeper appreciation of dropout reasons. Over 200 in-depth interviews were therefore conducted with students that had dropped out of open online education. The probability-based qualitative sample facilitated capture of subthemes down to a 5% incidence level or frequency of occurrence. Thematic analysis revealed 41 subthemes within 10 broad dropout reasons. While the broad dropout themes have been identified previously, the subthemes are new and provide richer understanding. This study also captured students' suggestions for what might have prevented their dropout. Thematic analysis identified 19 subthemes within 5 broad intervention themes that respond to the root dropout causes. Many intervention subthemes address personal and learner context dropout factors that have often been considered uncontrollable and unavoidable. This paper therefore redefines dropout in open online education and offers new insights for improving retention. It also provides a strategic framework for evaluating dropouts and prioritising student-informed interventions that respond to the main dropout causes.
As a growing number of educational institutions are offering online programs, teachers need to be competent in this new way of teaching. This is espec…
Asking students questions before they learn something has been shown to enhance memory for that information. Studies demonstrating this prequestion effect in reading tasks have shown that such prequestions may not enhance—and could even impair—learning of information that was not prequestioned, possibly due to learners’ tendencies to selectively process the prequestioned information at the expense of non-prequestioned information. The current study explored the effects of prequestions on learning from videos, where such a selective processing strategy would be less likely to occur. Participants viewed an educational video and either answered prequestions prior to viewing each of three segments (Prequestion Group) or viewed the same video without answering prequestions (Control Group). A later test revealed a significant advantage for the Prequestion Group over the Control Group, and this pertained to both prequestioned and non-prequestioned information. Thus, prequestions appear to confer both specific and general benefits on video-based learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
The key to delivering a truly modern digital campus is a common data model underpinning a fully featured technology ecosystem.
Making an interactive video has never been easier. We'll show you how to use Vimeo to add hotspots, overlays & more to your videos.
The rapid changes to the ways in which most are teaching at the moment have led to some recurring debates that are surprisingly persistent despite what I would argue is strong contrary evidence. Fo…
YouTube is introducing new products that will allow learners to go deeper on subjects they are passionate about and creators to provide structured learning content.
Download accessible Microsoft Office templates. Learn how to make your templates accessible to everyone and get accessible templates for Office.
|
Assisting the Deaf community, helping reading comprehension, supporting endangered languages: is there anything captions can't do?
How will higher education react to AI text generators?
User needs are at the heart of the Web Content Accessibility Guidelines (WCAG). When you take user needs into account, applying accessibility principles becomes simpler, though not necessarily easier.
This week’s newsletter topic was inspired by a question that a participant in one of my online classes asked last week. That question was “can I use the pictures I find on Google Images?”…
Via Yashy Tohsaku, David W. Deeds, Peter Mellow
Image descriptions can define photos, graphics, gifs, and video — basically anything containing visual information. Providing descriptions for imagery and video are required as part of WCAG 2.1 (for…
‘The modality and the medium of instruction are important physical dimensions of the learning context, but we know from years of research that it is instructional method (or pedagogy) that has a direct impact on learning.’
The following nine bitesized books are designed for charities to gain more understanding and experience on key topics.
Make education accessible, individual and exciting. Create interactive and engaging content. Discover content from other creators or share your own content. Make your content available for your learners.
The growing shift toward online learning has brought new expectations for teachers, including skills needed to combine content knowledge with engaging pedagogical strategies that leverage the affordances of technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. The challenge is understanding the nature of online pedagogy, the skills needed for teachers to succeed in online settings, and the theoretical underpinnings surrounding why these skills are essential. This article unpacks the foundational components of online pedagogy, comprised of five pillars grounded in the principles of learner-centeredness, constructivism, and situated learning. These pillars include the ability to (a) Build Relationships and Community, (b) Incorporate Active Learning, (c) Leverage Learner Agency, (d) Embrace Mastery Learning, and (e) Personalize the Learning Process. We describe their theoretical underpinnings, discuss related literature, and consider implications for teacher education with subsequent implications for scholarship across educational technology, educational psychology, and the learning sciences.
This report draws on the insights of a small panel of higher education teaching and learning experts to describe an optimized future for hybrid learni
This page is simply a list of resources to help you make quick videos for your online learning environments.
When you prepare for your next presentation, use these tips on how to tweak your slides and your talk so that everyone gets the most out of it.
|