PSYC 400 Chapter 9: Online Learning and Instructional Design
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29 Dec 2020
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Week 9: Online Learning and Instructional Design
Evaluation of evidence-based practices in online learning: A meta-analysis and review of online
learning studies (Mens et al., 2010)
• How does effectiveness of online learning compare with face-to-face?
o Few rigorous studies can answer for K-12 students
o For older learners, those in online conditions performed modestly better on average than
those learning same material through face-to-face
• Supplementing face-to-face with online enhances learning – greater differences when comparing
just online to just in-person (where the combination of online/in-person better than just in-person
• Online learning collaborative or instructor-directed while online learners work independently;
gives learning control of interactions with media; prompts learner reflection
o Providing guidance for groups will help guide interactions, but not amount they learn
• Conditions that moderate the effectiveness of online learning:
o Type of learning experience
o Content
o Learner types i.e. undergraduate vs. graduate
o Equivalence of curriculum and instruction
• Blended learning more effective – online learning by itself is just as effective as in-person
o Maximize contact time when in-person – design principles built into blended modules,
while in-person time allow for collaboration
Effects of different video lecture types on sustained attention, emotion, cognitive load and learning
performance (Chen & Wu, 2015)
• Examines how 3 different video lecture styles affected sustained attention, emotion, cognitive
load, learning performance of verbalizers and visualizers in online learning
• Lecture capture: recording of class lecture using video camera, allowing students to watch video
online or over digital devices
o Preserves interactivity in classroom
• Picture-in-picture: overlays instructor’s image and lecture slides; presents recorded image and
voice, subtitles, other flash animation features
o Elaborate post-production requires; most expensive but has greatest media richness
• Voice-over: lecture slides supplemented with voice-over explaining information on slides
o Lacks learning context and visual information of lecture capture i.e. class activities
• Performance with lecture capture and picture-in-picture superior to voice-over
o Both verbalizers and visualizers achieve same learning performance within three types
• Sustained attention higher in voice-over vs. picture-in-picture
o Sustained attention of verbalizers greater than visualizers across three types
• Positive and negative emotions not significantly different within three types
• Cognitive load in voice-over greater than lecture capture and picture-in-picture
o Greater for visualizers than verbalizers
Combining best-practice and experimental approaches: redundancy, images, and misperceptions in
multimedia learning (Fenesi et al., 2014)
• Best practice: uses actual course content; learning materials not exclusively created for research
• Experimental: manipulates specific variables, measures their impacts on learning
• Learning with redundant text led to inconsistency between actual and perceived understanding,
whereas learning with images and complementary text promoted enhanced actual understanding
and consistency between perceived and actual understanding