國立虎尾科技大學 |

Synchronous Virtual K-12 Teachers' Use of Multimedia Principles in Electronic Slide Design.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Synchronous Virtual K-12 Teachers' Use of Multimedia Principles in Electronic Slide Design./
作者:	Beaulieu, Lisa Cartin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	250 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29994607
ISBN:	9798368419114

Synchronous Virtual K-12 Teachers' Use of Multimedia Principles in Electronic Slide Design.
Beaulieu, Lisa Cartin.

Synchronous Virtual K-12 Teachers' Use of Multimedia Principles in Electronic Slide Design. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 250 p.

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ed.D.)--Duquesne University, 2022.

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

Hundreds of thousands of K-12 children in the United States are enrolled in online K-12 virtual schools that consistently report poor academic outcomes. There is a need to assess how well instructors in a synchronous online environment present new material to learners in a way that best aligns with how the brain manages and integrates new information into long-term memory. Online K-12 teachers use PowerPoint to design Electronic Slide Presentation (ESP) decks, which are used as their main form of instruction with their students during synchronous classes. The Cognitive Theory of Multimedia Learning (CTML) provides a set of principles which are proven to reduce extraneous cognitive processing, manage essential processing, and foster generative processing for learners. Yet many are concerned that teachers lack the skills and knowledge of best slide deck design practices required to create effective online learning environments. This research examines online K-12 teachers' perceptions and practices related to designing ESP slides that mitigate extraneous cognitive load. This study establishes a base of knowledge previously unknown about online teacher practices to determine if there is a need for teacher education or professional development materials specific to improving synchronous K-12 virtual classroom learning outcomes in the context of ESP design. The purpose of the study was to investigate to what extent virtual K-12 teachers design their lesson slides to reduce cognitive overload for their students. A questionnaire was used to measure perceptions and practices of teachers at a large K-12 academy encompassing three schools in the Midwest state of Ohio. A rubric was then used to evaluate sample ESP decks submitted by teachers to assess adherence to the CTML principles known to reduce extraneous cognitive load. Collected demographic information was analyzed with frequencies, means, and standard deviations. Group differences were examined using t-tests and Analyses of Variance (ANOVA) tests. Associations among variables were examined with correlation and multiple linear regression tests. Results of this research might be used to support teacher education and development programs.

ISBN: 9798368419114Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Electronic slide design

Synchronous Virtual K-12 Teachers' Use of Multimedia Principles in Electronic Slide Design.
LDR:03471nam a2200397 4500 001 1104679
005 20230619080118.5
006 m o d
007 cr#unu||||||||
008 230907s2022 ||||||||||||||||| ||eng d
020 $a 9798368419114
035 $a (MiAaPQ)AAI29994607
035 $a AAI29994607
040 $a MiAaPQ $c MiAaPQ
100 1 $a Beaulieu, Lisa Cartin. $3 1413650
245 1 0 $a Synchronous Virtual K-12 Teachers' Use of Multimedia Principles in Electronic Slide Design.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 250 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
500 $a Advisor: Kush, Joseph.
502 $a Thesis (Ed.D.)--Duquesne University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Hundreds of thousands of K-12 children in the United States are enrolled in online K-12 virtual schools that consistently report poor academic outcomes. There is a need to assess how well instructors in a synchronous online environment present new material to learners in a way that best aligns with how the brain manages and integrates new information into long-term memory. Online K-12 teachers use PowerPoint to design Electronic Slide Presentation (ESP) decks, which are used as their main form of instruction with their students during synchronous classes. The Cognitive Theory of Multimedia Learning (CTML) provides a set of principles which are proven to reduce extraneous cognitive processing, manage essential processing, and foster generative processing for learners. Yet many are concerned that teachers lack the skills and knowledge of best slide deck design practices required to create effective online learning environments. This research examines online K-12 teachers' perceptions and practices related to designing ESP slides that mitigate extraneous cognitive load. This study establishes a base of knowledge previously unknown about online teacher practices to determine if there is a need for teacher education or professional development materials specific to improving synchronous K-12 virtual classroom learning outcomes in the context of ESP design. The purpose of the study was to investigate to what extent virtual K-12 teachers design their lesson slides to reduce cognitive overload for their students. A questionnaire was used to measure perceptions and practices of teachers at a large K-12 academy encompassing three schools in the Midwest state of Ohio. A rubric was then used to evaluate sample ESP decks submitted by teachers to assess adherence to the CTML principles known to reduce extraneous cognitive load. Collected demographic information was analyzed with frequencies, means, and standard deviations. Group differences were examined using t-tests and Analyses of Variance (ANOVA) tests. Associations among variables were examined with correlation and multiple linear regression tests. Results of this research might be used to support teacher education and development programs.
590 $a School code: 0067.
650 4 $a Teacher education. $3 1148451
650 4 $a Educational technology. $3 556755
653 $a Electronic slide design
653 $a K-12
653 $a Professional development
653 $a Synchronous
653 $a Teacher preparation programs
653 $a Virtual schools
690 $a 0710
690 $a 0530
710 2 $a Duquesne University. $b Instructional Technology (EdDIT). $3 1413651
773 0 $t Dissertations Abstracts International $g 84-07A.
790 $a 0067
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29994607