Document Type
Poster
Publication Date
4-29-2021
Abstract
The use of digital video in online education is increasing alongside the growth of online learning in higher education in the United States driven in part by the COVID-19 pandemic (Bétrancourt & Benetos, 2018; McCormack, 2020; Seaman, et al, 2018). The study of digital instructional video is still at an early stage (Chorianopoulos, 2018) and current research has examined students and not instructors (Kay, 2012; Pan, et al, 2012). There are no studies solely focused on higher education instructors’ perspectives of digital video use for instruction (Kay, 2012). The purpose of this explanatory sequential mixed methods study (QUAN à qual) was to develop a case study describing instructor implementation of the 11 Cognitive Theory of Multimedia Learning (CTML) design principles in videos created for use in online courses (Mayer, 2019). The case study combined self-reported survey data from 55 online instructors, interview data from five instructors with the highest self-reported implementation of CTML design principle, and analysis data from five video artifacts. Results indicate that instructors are implementing the coherence, modality and voice principles with fidelity while the signaling, redundancy, segmenting, and embodiment principles are lagging. Themes from the interviewees suggest possible video creation techniques that can assist instructors in implementing all of the CTML design principles in future instructional videos.
Recommended Citation
Pantazes, T. (2021). Online Instructors' Use of the Cognitive Theory of Multimedia Learning Design Principles: A Mixed Methods Investigation. Retrieved from https://digitalcommons.wcupa.edu/liter_stuwork/2