Learning with E-Lectures: The Meaning of Learning Strategies
ARTICLE
Tanja Jadin, Astrid Gruber, Bernad Batinic
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 https://www.learntechlib.org/p/75419/.
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Keywords
- Business Administration Education
- College Students
- educational technology
- electronic learning
- Foreign Countries
- instructional design
- Instructional Effectiveness
- Learner Controlled Instruction
- learning strategies
- Lecture Method
- Multimedia Materials
- online courses
- Transcripts (Written Records)
- Video Technology