{"id":836,"date":"2019-05-21T15:15:39","date_gmt":"2019-05-21T22:15:39","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/?p=836"},"modified":"2019-05-20T19:20:03","modified_gmt":"2019-05-21T02:20:03","slug":"critical-inquiry-reflection-three","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/critical-inquiry-reflection-three\/","title":{"rendered":"Critical Inquiry &#8211; Reflection Three"},"content":{"rendered":"<p>I listed <a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0057\/critical-inquiry-reflection-two\/\" target=\"_blank\" rel=\"noopener\">several factors that contribute to balance the cognitive load in video-based learning<\/a>. A <a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0057\/critical-inquiry-reflection-two\/#comment-58\" target=\"_blank\" rel=\"noopener\">discussion on learning different topics and types of knowledge<\/a> brought me to learning declarative or procedural knowledge (PK) via video tutorials (Hong, Pi, &amp; Yang, 2018) and their relation to having the instructor in the video.<\/p>\n<p>Exploring some of the relevant research articles on the effects of instructor\u2019s image in the video, I found that the studies advocate the positive impacts of the instructor\u2019s image in the video based on the social agency theory. The literature describes that learning alone facing video-based tutorials can become a social event. The learner can feel more connected and invests more energy and thought into understanding the content. The \u201csocial agency theory [\u2026] posits that personalized multimedia messages include social cues that activate the feeling of social presence\u201d (Bechtold, 2017, p. 7). However, most of the studies used declarative knowledge (DK) as the learning material in the video lectures. DK is different from PK in many aspects. DK is the \u201cwhat,\u201d and the learning process is understanding and remembering the knowledge. PK is the \u201chow\u201d where the learning process is knowing the related DK and then knowing how to apply the skill. Having the instructor in the video does not always improve effectiveness. According to Hong et al. (2018), DK requires learners\u2019 lower cognitive skills than learning PK. Hong et al. (2018) research results confirmed the beneficial effects of having the instructor in the video lectures in some cases: learners performed better and experienced no increase in cognitive load when being taught DK, but not PK. The instructor\u2019s image significantly increases learner\u2019s cognitive load when learning PK. With PK, adding the instructor\u2019s image activated learners\u2019 social responses, but increased their cognitive load, what reduced the benefits of the instructor\u2019s non-verbal communication (Hong et al., 2018). Hong et al. (2018) concluded that as the type of knowledge varies, the effect of the instructor\u2019s image should also be considered in the instructional design.<\/p>\n<p>Seemingly learning alone via video-based materials can be a social event after all\u2026 \ud83d\ude42<\/p>\n<p>&nbsp;<\/p>\n<p><em>The illustration is created by the author.<\/em><\/p>\n<p style=\"text-align: center\">References<\/p>\n<p>Bechtold, S. W. (2017). The cognitive theory of multimedia learning: The impact of social cues. In M. J. Spector, B. Lockee, &amp; Childress M (Eds.), <em>Learning, Design, and Technology<\/em> (pp. 1\u201314). Cham: Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-17727-4_60-1<\/p>\n<p>Hong, J., Pi, Z., &amp; Yang, J. (2018). Learning declarative and procedural knowledge via video lectures: cognitive load and learning effectiveness. <em>Innovations in Education and Teaching International<\/em>, <em>55<\/em>(1), 74\u201381. https:\/\/doi.org\/10.1080\/14703297.2016.1237371<\/p>\n","protected":false},"excerpt":{"rendered":"<p>I listed several factors that contribute to balance the cognitive load in video-based learning. A discussion on learning different topics and types of knowledge brought me to learning declarative or procedural knowledge (PK) via video tutorials (Hong, Pi, &amp; Yang, 2018) and their relation to having the instructor in the video. Exploring some of the [&hellip;]<\/p>\n","protected":false},"author":99,"featured_media":840,"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-836","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\/836","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=836"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/836\/revisions"}],"predecessor-version":[{"id":843,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/836\/revisions\/843"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media\/840"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media?parent=836"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/categories?post=836"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/tags?post=836"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}