Learning Efficacy of Simultaneous Audio and On-Screen Text in Online Lectures

Autor/inn/en	Debuse, Justin C. W.; Hede, Andrew; Lawley, Meredith
Titel	Learning Efficacy of Simultaneous Audio and On-Screen Text in Online Lectures
Quelle	In: Australasian Journal of Educational Technology, 25 (2009) 5, S.748-762 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Instructional Design; Semantics; Multimedia Instruction; Lecture Method; Cognitive Processes; Difficulty Level; Learning Theories; Graduate Students; Pretests Posttests; Hypothesis Testing; Educational Technology; Computer Assisted Instruction; Electronic Learning; Video Technology; Integrated Learning Systems; Distance Education; Online Courses; Web Based Instruction; Computer Software; Multimedia Materials; Foreign Countries; Comparative Analysis; Instructional Effectiveness; Printed Materials; Learning Modalities; Learning Strategies; Multisensory Learning; Language Proficiency; Instructional Material Evaluation; Australia; Fiji; Malaysia + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Semantik; Multimediales Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Learning theory; Lerntheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hypothesenprüfung; Hypothesentest; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Web Based Training; Ausland; Unterrichtserfolg; Lernumgebung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sensorische Stimulation; Language skill; Language skills; Sprachkompetenz; Australien; Fidschi
Abstract	This study investigates the application of voice recognition technology to online lectures focusing on the efficacy of the text component of a multimedia presentation. Specifically, participants were provided with online access to multimedia instructional packages comprising an image of the lecturer with accompanying computer slides, plus simultaneous scrolling text of the words spoken during the lecture. Participants' knowledge was measured before and after the lecture presentation. Contrary to cognitive load theory, the results did not show a negative redundancy effect, that is, there were no differences in learning efficacy between the conditions with and without on-screen text. Further, participants found no difference between text edited for semantic breaks compared to unedited text. The implications for online instructional design are that resources are better spent providing a combination of audio and slides rather than text and slides, and that if text is provided then editing for semantic line breaks is not warranted. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10