{"id":826,"date":"2019-05-15T19:46:09","date_gmt":"2019-05-16T02:46:09","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/?p=826"},"modified":"2019-05-14T19:46:37","modified_gmt":"2019-05-15T02:46:37","slug":"critical-inquiry-reflection-two","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/critical-inquiry-reflection-two\/","title":{"rendered":"Critical Inquiry – Reflection Two"},"content":{"rendered":"

The interactions between student and teacher are fundamentally changed in video-based learning. Assessing cognitive load and whether learning has taken place and maintaining student engagement is imperative in determining whether a curated video library can be a viable source of learning either as a primary or as an additional resource.\u00a0Reading 30+ articles I found that a number of factors contribute to balance the cognitive load in video-based learning: length (Brame, 2016); instructor presence in the video (van Wermeskerken & van Gog, 2017; Wang & Antonenko, 2017); graphics, animations (Wong, Leahy, Marcus, & Sweller, 2012); text and audio narration (Clark & Mayer, 2011); interactivity through questions and challenges (Vural, 2013); video lecture types (Chen & Wu, 2015); scaffolding (Cojean & Jamet, 2018); teaching declarative or procedural knowledge (Hong, Pi, & Yang, 2018); prior knowledge (Kalyuga & Singh, 2016); design elements.<\/p>\n

My research topic is instructor presence in videos, but I am suggesting Lynda.com video tutorials to my students for information seeking (IS) in addition to Google (our \u201cbest friend\u201d in web development).<\/p>\n

\"\"<\/a>Scaffolding is \u201cproviding tools that increase users’ comprehension\u201d (Cojean & Jamet, 2018, p. 961). The goal is to find the relevant information in an efficient and effective way. Play, pause, forward, rewind, and segmentation are micro-level activities and result in microscaffolding, while structuring and providing a table of content are macro-level activities and result in macroscaffolding (Cojean & Jamet, 2018). Cojean & Jamet (2018) described that scaffolding a video helped students to engage in efficient IS, but they had less accurate mental representations of the video. When scaffolding is missing, users are more likely to develop a relevant mental model of the video content. In short, scaffolding enhances IS but does not allow the provided external conceptual model to be internalized as a mental model. Video\u2010based environments are used not only for IS tasks but also for learning contexts, though according to Cojean & Jamet (2018) IS and learning are closely linked, as information processing begins with the localization of the relevant information.<\/p>\n

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The illustrations are created by the author.<\/em><\/p>\n

References<\/p>\n

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE\u2014Life Sciences Education<\/em>, 15<\/em>(4), es6. https:\/\/doi.org\/10.1187\/cbe.16-03-0125<\/p>\n

Chen, C.-M., & Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education<\/em>, 80<\/em>, 108\u2013121. https:\/\/doi.org\/10.1016\/j.compedu.2014.08.015<\/p>\n

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning<\/em> (3rd ed.). San Francisco: Pfeiffer.<\/p>\n

Cojean, S., & Jamet, E. (2018). The role of scaffolding in improving information seeking in videos. Journal of Computer Assisted Learning<\/em>, 34<\/em>(6), 960\u2013969. https:\/\/doi.org\/10.1111\/jcal.12303<\/p>\n

Hong, J., Pi, Z., & Yang, J. (2018). Learning declarative and procedural knowledge via video lectures: cognitive load and learning effectiveness. Innovations in Education and Teaching International<\/em>, 55<\/em>(1), 74\u201381. https:\/\/doi.org\/10.1080\/14703297.2016.1237371<\/p>\n

Kalyuga, S., & Singh, A.-M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review<\/em>, 28<\/em>(4), 831\u2013852. https:\/\/doi.org\/10.1007\/s10648-015-9352-0<\/p>\n

van Wermeskerken, M., & van Gog, T. (2017). Seeing the instructor\u2019s face and gaze in demonstration video examples affects attention allocation but not learning. Computers & Education<\/em>, 113<\/em>, 98\u2013107. https:\/\/doi.org\/10.1016\/J.COMPEDU.2017.05.013<\/p>\n

Vural, O. F. (2013). The impact of a question-embedded video-based learning tool on e-learning. Retrieved April 7, 2019, from https:\/\/eric.ed.gov\/?id=EJ1017292<\/p>\n

Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior<\/em>, 71<\/em>, 79\u201389. https:\/\/doi.org\/10.1016\/J.CHB.2017.01.049<\/p>\n

Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction<\/em>, 22<\/em>(6), 449\u2013457. https:\/\/doi.org\/10.1016\/J.LEARNINSTRUC.2012.05.004<\/p>\n","protected":false},"excerpt":{"rendered":"

The interactions between student and teacher are fundamentally changed in video-based learning. Assessing cognitive load and whether learning has taken place and maintaining student engagement is imperative in determining whether a curated video library can be a viable source of learning either as a primary or as an additional resource.\u00a0Reading 30+ articles I found that […]<\/p>\n","protected":false},"author":99,"featured_media":830,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[9],"tags":[],"class_list":["post-826","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/826","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/comments?post=826"}],"version-history":[{"count":7,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/826\/revisions"}],"predecessor-version":[{"id":835,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/826\/revisions\/835"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media\/830"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media?parent=826"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/categories?post=826"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/tags?post=826"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}