Year: 2011
Type: article
Abstract: Contemporary instruction provides opportunities beyond auditory explanations, freehand sketches, and notes presented on a chalkboard to now include multimedia elements (Mayer 2009; 2008; 2005).In 2010, university faculty may prepare and provide elaborate visual and auditory aides during instruction -inside and outside of the classroom -that promote learning (Mayer 2009; 2008; 2005).The contextual questions that informed this research were, how do adults -faculty at University of San Francisco (USF) -learn to utilize new technology independently, outside of in-person training?Further, how may multimedia videotexts assist in this space?This inquiry explored technology-based multimedia videotexts as a medium that may provide meaningful learning experiences for individual adult learners.A critical hermeneutic field-based protocol (Herda 1999) was used for this interpretive participatory inquiry.Text and Mimesis were the constructs that serve as foundational categories for this ontological study.Critical Hermeneutic philosophers Paul Ricoeur and Hans-Georg Gadamer provided the historical and theoretical framework for this investigation.Research conversations were recorded and transcribed; data were analyzed and configured into a new narrative.This collaborative research process is based on the idea that conversations between the researcher and the research participant may lead both parties to new understandings.A new narrative of multimedia video use in adult learning emerged in iv conversation with research partners; additionally, a completed multimedia streaming video tutorial and website were created in light of this inquiry, for use by University of San Francisco community members.v
Author: Nicholas P. Recchia
Institution: University of San Francisco
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W83677802