Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness

International Review of Research in Open and Distance Learning (Impact Factor: 0.69). 06/2009; 10(3).
Source: DOAJ


The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness.

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    • "@BULLET Video. Video can be beneficial ( Seghayer, 2001; Pang, 2009), but students must be able to control playback ( Laurillard, 2002; Mayer, 2005; Zhang et al (2006). @BULLET Commentary usually increases effectiveness when used appropriately with other media (Aragon, 2003; Guan, 2009; Moreno & Mayer, 2002), but sound effects or music offer no significant benefits (Bishop et al, 2008; Moreno & Mayer, 2000). "

    Full-text · Article · Dec 2011
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    • "By using a screencast, learners can see how to complete a particular procedure (e.g., how to insert a table in a word-processing file) and can observe what the actual screen looks like in completing the specific operation (Peterson, 2007). The inclusion of video-based instruction in online environments, such as screencasting, can have positive effects on student learning and can be pedagogically equivalent to their face-to-face instruction counterparts (Pang, 2009; Traphagan, Kucsera, & Kishi, 2010). Hartsell and Yuen (2006) observed that online video-based instruction " brings courses alive by allowing online learners to use their visual and auditory senses to learn complex concepts and difficult procedures " (p. "
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    ABSTRACT: The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpers, screen movement, and narration) and common instructional strategies (i.e., provide overview, describe procedure, present concept, focus attention, and elaborate content). By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools. To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts. This initial work invites additional research and development in order to refine the screencasting framework and checklist.
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