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dc.contributor.authorHughes, Amber
dc.contributor.authorPritchard. Mikah
dc.contributor.authorHughes, Amber
dc.contributor.authorPritchard. Mikah
dc.date.accessioned2019-11-14T15:49:58Z
dc.date.available2019-11-14T15:49:58Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/146
dc.descriptionPresentation. 3rd Celebration of Teaching & Learning Symposium, February 6, 2019, the University of Southern Indiana
dc.description.abstractShould student preferences in lecture delivery be considered? In the age of mobile learning, media creation and delivery are important. Student preferences seem to drive student consumption of learning resources. In this presentation, we will dive into the research on use of media in online courses along with sharing our own experiences in exploring student preferences in online learning. The use of video has reached a point where is no longer just a popular tool, but is a pervasive component of teaching (Sonicfoundry, 2013). However, the rise in podcasts (Edison Research, 2018) suggests that students may prefer audio-only content that is easily accessible from mobile devices over video content that requires a strong connection for streaming. We sought to explore this hypothesis by offering students access to both podcasts and videos of the same lectures in multiple online graduate counseling courses. Using technology in teaching, whether in fully online classes or to supplement other teaching formats, enhances teaching and learning. Multimedia tools can address multiple sensory modalities creating more meaningful learning opportunities for students (Mayer, 2002). While researchers and instructors may hesitate to consider student preferences in learning (Woolfitt, 2015), student preferences seem to drive student consumption of learning resources. For example, research suggests that students consume videos from mobile devices and prefer shorter videos (Buzzetto-More, 2014). These factors indicate students are opting for convenience in their consumption of course-related media. Because of this, we feel it is important to consider student preferences in the creation of course materials to supplement learning in both online and face-to-face environments. Based on our findings, students seemed to prefer video lectures far more than the podcast lectures based on view and download statistics from our study. However, students who did utilize the podcasts appreciated the option. In addition to these findings, we were surprised by some of the feedback we received regarding the lectures. For example, students seemed to like the more unscripted moments in the videos – jokes, interruptions, examples – that we might be inclined to edit out. Our conclusion is that offering students multiple options for consuming lectures is a way to reach more students. However, if you have limited time, video seems to be preferred by students. References Buzzetto-More, N. A. (2014). An examination of undergraduate student’s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects, 10(1), 17-32. Edison Research. (2018). On the rise: Steady growth for podcasts, rapid growth for smart speakers. The Infinite Dial 2018. Retrieved from https://www.edisonresearch.com/ Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Press. Sonicfoundry. (2013). Academic video at a tipping point. Madison. Retrieved from http://www.sonicfoundry.com/white-paper/academic-video-tipping-point-preparing-your-campus-future Woolfitt, Z. (2015). The effective use of video in higher education. Lectoraat Teaching, Learning and Technology. Inholland University of Applied Sciences. Rotterdam. 
dc.subjectonline teaching
dc.subjectstudent preferences
dc.subjectvideo
dc.subjectpodcasts
dc.titleI don't want to hear it: Student preferences in online learning lecture formats
html.description.abstract<p>Should student preferences in lecture delivery be considered? In the age of mobile learning, media creation and delivery are important. Student preferences seem to drive student consumption of learning resources. In this presentation, we will dive into the research on use of media in online courses along with sharing our own experiences in exploring student preferences in online learning.</p> <p>The use of video has reached a point where is no longer just a popular tool, but is a pervasive component of teaching (Sonicfoundry, 2013). However, the rise in podcasts (Edison Research, 2018) suggests that students may prefer audio-only content that is easily accessible from mobile devices over video content that requires a strong connection for streaming. We sought to explore this hypothesis by offering students access to both podcasts and videos of the same lectures in multiple online graduate counseling courses.</p> <p>Using technology in teaching, whether in fully online classes or to supplement other teaching formats, enhances teaching and learning. Multimedia tools can address multiple sensory modalities creating more meaningful learning opportunities for students (Mayer, 2002). While researchers and instructors may hesitate to consider student preferences in learning (Woolfitt, 2015), student preferences seem to drive student consumption of learning resources. For example, research suggests that students consume videos from mobile devices and prefer shorter videos (Buzzetto-More, 2014). These factors indicate students are opting for convenience in their consumption of course-related media. Because of this, we feel it is important to consider student preferences in the creation of course materials to supplement learning in both online and face-to-face environments.</p> <p>Based on our findings, students seemed to prefer video lectures far more than the podcast lectures based on view and download statistics from our study. However, students who did utilize the podcasts appreciated the option. In addition to these findings, we were surprised by some of the feedback we received regarding the lectures. For example, students seemed to like the more unscripted moments in the videos &ndash; jokes, interruptions, examples &ndash; that we might be inclined to edit out. Our conclusion is that offering students multiple options for consuming lectures is a way to reach more students. However, if you have limited time, video seems to be preferred by students.</p> <p>References</p> <p style="margin-top: 0.0in; margin-right: 0.0in; margin-left: 0.5in; text-indent: -0.5in;">Buzzetto-More, N. A. (2014). An examination of undergraduate student&rsquo;s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects, 10(1), 17-32.</p> <p style="margin-top: 0.0in; margin-right: 0.0in; margin-left: 0.5in; text-indent: -0.5in;">Edison Research. (2018). On the rise: Steady growth for podcasts, rapid growth for smart speakers. The Infinite Dial 2018. Retrieved from <a href="https://www.edisonresearch.com/">https://www.edisonresearch.com/</a></p> <p style="margin-top: 0.0in; margin-right: 0.0in; margin-left: 0.5in; text-indent: -0.5in;">Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Press.</p> <p style="margin-top: 0.0in; margin-right: 0.0in; margin-left: 0.5in; text-indent: -0.5in;">Sonicfoundry. (2013). Academic video at a tipping point. Madison. Retrieved from <a href="http://www.sonicfoundry.com/white-paper/academic-video-tipping-point-preparing-your-campus-future">http://www.sonicfoundry.com/white-paper/academic-video-tipping-point-preparing-your-campus-future</a></p> <p style="margin-top: 0.0in; margin-right: 0.0in; margin-left: 0.5in; text-indent: -0.5in;">Woolfitt, Z. (2015). The effective use of video in higher education. Lectoraat Teaching, Learning and Technology. Inholland University of Applied Sciences. Rotterdam.&nbsp;</p>
dc.contributor.affiliationLindsey Wilson College
dc.contributor.affiliationEastern Kentucky University


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