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Web-Based Video Instruction for Student Learning-Transfer in the Online Classroom: A Correlational Study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Web-Based Video Instruction for Student Learning-Transfer in the Online Classroom: A Correlational Study./
Author:	Hebert, Michael A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	148 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27546702
ISBN:	9781392703137

Web-Based Video Instruction for Student Learning-Transfer in the Online Classroom: A Correlational Study.
Hebert, Michael A.

Web-Based Video Instruction for Student Learning-Transfer in the Online Classroom: A Correlational Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 148 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (PHD/HEA)--University of Phoenix, 2019.

This item must not be sold to any third party vendors.

The purpose of this quantitative correlational research study was to examine the relationship between web-based vodcasts and student end of course scores of online adult undergraduate students enrolled in an introductory undergraduate microeconomics course. The relationship of student end of course scores to web-based vodcasts may afford a way to assess student transfer of learning. The theoretical basis for the current study is the Cognitive Theory of Multimedia Learning (CTML), which emphasizes that learners will make greater connections from words and pictures than from words alone. The guiding research question for the study focuses on answering what relationship, if any, exists between students who received web-based vodcast instruction in an online classroom versus those students in an online classroom that do not receive the vodcast instruction. The sample size for this research study was 29 adult undergraduate students. A correlational analysis using the Pearson product moment correlation (Pearson correlation) concluded r(27) = −.094, p = .629 indicating a weak negative correlation that was not statistically significant. The benefits of this study for leadership highlight the importance of having clear guidelines on video use for student learning-transfer using a web-based vodcast. Despite finding a non-statistically significant outcome of the relationship between web-based vodcasts and student end of course scores, educators may find the information helpful to identify areas of opportunity to strengthen and to deliver web-based vodcast course design.

ISBN: 9781392703137Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

CTML

Web-Based Video Instruction for Student Learning-Transfer in the Online Classroom: A Correlational Study.
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520 $a The purpose of this quantitative correlational research study was to examine the relationship between web-based vodcasts and student end of course scores of online adult undergraduate students enrolled in an introductory undergraduate microeconomics course. The relationship of student end of course scores to web-based vodcasts may afford a way to assess student transfer of learning. The theoretical basis for the current study is the Cognitive Theory of Multimedia Learning (CTML), which emphasizes that learners will make greater connections from words and pictures than from words alone. The guiding research question for the study focuses on answering what relationship, if any, exists between students who received web-based vodcast instruction in an online classroom versus those students in an online classroom that do not receive the vodcast instruction. The sample size for this research study was 29 adult undergraduate students. A correlational analysis using the Pearson product moment correlation (Pearson correlation) concluded r(27) = −.094, p = .629 indicating a weak negative correlation that was not statistically significant. The benefits of this study for leadership highlight the importance of having clear guidelines on video use for student learning-transfer using a web-based vodcast. Despite finding a non-statistically significant outcome of the relationship between web-based vodcasts and student end of course scores, educators may find the information helpful to identify areas of opportunity to strengthen and to deliver web-based vodcast course design.
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