Instructional Strategy: Didactic Media Presentation to Optimize Student Learning

Autor/in	Schilling, Jim
Titel	Instructional Strategy: Didactic Media Presentation to Optimize Student Learning
Quelle	In: Athletic Training Education Journal, 12 (2017) 1, S.51-58 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/120151
Schlagwörter	Teaching Methods; Athletics; Knowledge Level; Undergraduate Students; Short Term Memory; Cognitive Style; Cognitive Ability; Student Interests; Multimedia Instruction; Injuries; Prevention + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Leichtathletik; Wissensbasis; Kurzzeitgedächtnis; Cognitive styles; Kognitiver Stil; Denkfähigkeit; Studieninteresse; Multimediales Lernen; Prävention; Vorbeugung
Abstract	Context: Subject matter is presented to athletic training students in the classroom using various modes of media. The specific type of mode and when to use it should be considered to maximize learning effectiveness. Other factors to consider in this process include a student's knowledge base and the complexity of material. Objective: To introduce instructional strategies within the didactic component of an undergraduate or graduate athletic training program that effectively address split-attention, redundancy, and modality effects, which in turn will minimize extraneous cognitive load and optimize working memory storage capacity. Background: With technological advances in education, a vast assortment of content in athletic training programs, and inconsistency in student learning styles, a variety of modes through which to present course material should be implemented for optimal learning. Traditional instructional strategies do not always respect the limited capacity of working memory and present information using media in a way that negatively affects learning. Description: An explanation is given in the use of various media sources to present information within the classroom and to examine the impact they have on extraneous cognitive load and, ultimately, learning. Specific instructional strategies will be introduced that target the classroom presentation of information with the goal of minimizing split-attention and redundancy effects and optimizing the modality effect. Clinical Advantage(s): To optimize athletic training student learning effectiveness through considerations in the various modes of media presentation with course subject matter within the classroom. Conclusion(s): The presentation of material in athletic training education using a multimodal approach is essential to student interest and learning. Space occupied in working memory can be minimized when classroom presentation of material takes into consideration the split-attention and redundancy effects. Strategies consistent with the modality effect help expand the capacity to withhold information in working memory. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01