Year: 2024
Type: article
Abstract: This mixed methods convergent study investigates the relationships between the meaningmaking resources available in video lectures and how they are perceived by learners.While existing research has examined video lectures from a wide variety of perspectives, most notably cognitivism, few studies have employed a mixed methods approach to comprehensively understand the complex interplay of video lectures as holistic epistemological artifacts shaped by their digital reproducibility.The study integrates quantitative analysis of observations from 25 video lectures guided by transpositional grammar (Cope & Kalantzis, 2020) and qualitative exploration of a corpus of review texts written by learners enrolled in MOOCs to provide a nuanced understanding of the phenomenon informed by the cognitive-affect-social theory of learning in (digital) environments (CASTLE: Schneider et al, 2022).The study is extended at the triangulation phase to include a discussion on the ways traditional and video lectures diverge in form and function.Findings are placed in dialogue with extant literature on the form and function of traditional lectures filtered through Walter Benjamin's theory of aura of authenticity (1968) to suggest that differences are related to changes wrought by technological affordances of digital reproduction.The findings of this study will contribute to both a philosophical understanding of video lectures and practical recommendations for producers and faculty interested in creating artifacts for mass learning in digital environments.Moreover, the mixed methods convergent design allows for a comprehensive analysis of how learning occurs in digital spaces.iii Table of ContentsChapter 1: Introduction ………………………………………………………………………..…
Author: Hughes, Christopher John Leslie
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7220800477