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Student experiences with instruction...

Hibbert, Melanie Cecile.

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Student experiences with instructional videos in online learning environments.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student experiences with instructional videos in online learning environments./
Author:	Hibbert, Melanie Cecile.
Description:	165 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10117779
ISBN:	9781339791524

Student experiences with instructional videos in online learning environments.
Hibbert, Melanie Cecile.

Student experiences with instructional videos in online learning environments. - 165 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

Drawing upon qualitative methods of semi-structured interviews and observational talk-through interviews, this qualitative dissertation investigates the ways in which graduate students in an online course context experience online instructional videos. A conceptual framework of user experience and multimodality, as well as the framework of sense-making developed by McCarthy and Wright (2004) guided this study and data analysis. The findings of this dissertation have implications for how students are participating in, interacting with, and making sense of online learning environments. Some of the findings of this research include: (a) students do not necessarily experience course videos as discrete elements (or differentiate them with other aspects of the course); (b) the times and contexts in which students view instructional videos shifts (e.g., between home and commuting); (c) student motivations and expectations shape how they approach and orient themselves towards watching online course videos; and (d) multimodal design elements influence students' meaning-making of online instructional videos. These data findings are all in support of the overarching conclusion of this dissertation, which is that students have significant agency in these online environments, and their meaning-making of online videos may not align with designers' intentions. This conclusion argues against deterministic views of design. The emerging findings have design implications related to the creation of learning environments in online spaces, such as: (a) fully integrating videos within the broader instructional design of a course; (b) foregrounding the embedded context of instructional videos; and (c) accounting for the shifting times, places, and contexts in which viewers watch instructional videos. This dissertation is situated in the growing field of online education, in particular higher education, where significant money and resources are increasingly dedicated towards the development of online spaces while still much is unknown in relation to the design, experiences, and impact of these online learning environments.

ISBN: 9781339791524Subjects--Topical Terms:

517670
Educational technology.

Student experiences with instructional videos in online learning environments.
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100 1 $a Hibbert, Melanie Cecile. $3 3193270
245 1 0 $a Student experiences with instructional videos in online learning environments.
300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Advisers: Lalitha Vasudevan; Marjorie Siegel.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a Drawing upon qualitative methods of semi-structured interviews and observational talk-through interviews, this qualitative dissertation investigates the ways in which graduate students in an online course context experience online instructional videos. A conceptual framework of user experience and multimodality, as well as the framework of sense-making developed by McCarthy and Wright (2004) guided this study and data analysis. The findings of this dissertation have implications for how students are participating in, interacting with, and making sense of online learning environments. Some of the findings of this research include: (a) students do not necessarily experience course videos as discrete elements (or differentiate them with other aspects of the course); (b) the times and contexts in which students view instructional videos shifts (e.g., between home and commuting); (c) student motivations and expectations shape how they approach and orient themselves towards watching online course videos; and (d) multimodal design elements influence students' meaning-making of online instructional videos. These data findings are all in support of the overarching conclusion of this dissertation, which is that students have significant agency in these online environments, and their meaning-making of online videos may not align with designers' intentions. This conclusion argues against deterministic views of design. The emerging findings have design implications related to the creation of learning environments in online spaces, such as: (a) fully integrating videos within the broader instructional design of a course; (b) foregrounding the embedded context of instructional videos; and (c) accounting for the shifting times, places, and contexts in which viewers watch instructional videos. This dissertation is situated in the growing field of online education, in particular higher education, where significant money and resources are increasingly dedicated towards the development of online spaces while still much is unknown in relation to the design, experiences, and impact of these online learning environments.
590 $a School code: 0055.
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650 4 $a Instructional design. $3 3172279
650 4 $a Multimedia communications. $3 590562
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10117779