Evaluating the Relationship between Naturalistic Content Acquisition Podcast Views and Course Performance

Autor/inn/en	Kennedy, Michael J.; Alves, Kat D.; Miciak, Jeremy; Romig, John; Mathews, Hannah Morris; Thomas, Cathy Newman
Titel	Evaluating the Relationship between Naturalistic Content Acquisition Podcast Views and Course Performance
Quelle	In: Teacher Education and Special Education, 39 (2016) 4, S.293-307 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406416659529
Schlagwörter	Multimedia Materials; Instructional Design; Educational Principles; Introductory Courses; Multimedia Instruction; Use Studies; Regression (Statistics); Academic Achievement; Special Education; Preservice Teacher Education; Protocol Materials; Microteaching; Self Disclosure (Individuals); Information Utilization; Difficulty Level; Time on Task; Instructional Effectiveness; Preservice Teachers; College Students + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsprinzip; Einführungskurs; Multimediales Lernen; Benutzerschulung; Regression; Regressionsanalyse; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsprotokoll; Informationsnutzung; Schwierigkeitsgrad; Zeitaufwand; Unterrichtserfolg; Collegestudent
Abstract	Content Acquisition Podcasts for Teachers (CAP-T) are a form of multimedia-based instruction that are supported by an empirical record of effectiveness and are grounded in Mayer's cognitive theory of multimedia learning and accompanying instructional design principles. In this study, 162 students enrolled in an introductory course in special education were assigned to watch CAP-Ts for a variety of topics throughout the semester. Students tracked their viewings per CAP-T and self-reported the number of views during the midterm and final examinations. Researchers included clusters of questions coded to each CAP-T on the exams. Linear regression was used to predict student performance on each cluster of questions based on the number of CAP-T viewings. Results show a positive, predictive relationship between CAP-T views and performance on midterm and final exam questions overall, but some unexpected findings emerged when looking at individual subcomponents of the assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01