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Learning with E-Lectures: The Meaning of Learning Strategies
ARTICLE

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Journal of Educational Technology & Society Volume 12, Number 3, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

Video-based e-lectures offer interactive learning and more vivid and personalized forms of self-regulated learning. Participants (N = 28) learned from either a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) or an e-lecture without the transcript (unimodal presentation). Learners could be classified as "repeaters", whose primary focus was on the lectured material, or as "surfers," who spent less time on the lecture itself and instead used the optional links. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outperforming surfers), but not by presentation modality (with or without written text). (Contains 1 figure and 2 tables.)

Citation

Jadin, T., Gruber, A. & Batinic, B. (2009). Learning with E-Lectures: The Meaning of Learning Strategies. Journal of Educational Technology & Society, 12(3), 282-288. Retrieved March 28, 2024 from .

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