Screen-Capture Instructional Technology: A Cognitive Tool for Blended Learning

Autor/in	Smith, Jeffrey George
Titel	Screen-Capture Instructional Technology: A Cognitive Tool for Blended Learning
Quelle	(2012), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Mary's College of California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-3340-1
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Visual Aids; Multimedia Instruction; Blended Learning; High School Students; Algebra; Secondary School Mathematics; Learner Engagement; Preferences; Curriculum Development; Learning Processes; Pretests Posttests; Mathematics Achievement; Achievement Gains; Electronic Learning; Handheld Devices; Teaching Methods; Psychometrics; Lecture Method + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Anschauungsmaterial; Multimediales Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Learning process; Lernprozess; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Psychometry; Psychometrie
Abstract	Little empirical investigation has been conducted on high school students and teachers using online instructional multimedia developed entirely from the classroom teacher's traditional live-lecture format. This study investigated academic achievement, engagement, preference, and curriculum development using screen-capture instructional technology. A 2-group experimental pretest-posttest was deployed over a four week period on secondary Algebra students accessing their teacher's screen-capture instructional multimedia both inside and outside of the blended classroom. Students who learned Algebra through the screen-capture methodology showed significantly greater gains in math performance than did the students in a live-lecture class, even after controlling for prior levels of math performance. On average, students viewed each online instructional multimedia lesson two and a half times within the classroom using mobile multimedia devices and an additional one and a half times at home. Additionally, a psychometric student engagement instrument (SEI) measured the participant's cognitive and psychological engagement. The screen-capture students demonstrated increased levels of cognitive engagement from their self-regulated learning and added psychological engagement from feeling less inhibited when asking their classroom teacher face-to-face questions. Ninety-three percent of the students indicated their preference for learning Algebra in the future using their teacher's screen-capture instructional multimedia. During the initial lesson development phase, the classroom teacher incorporated the instructional technology as a new tool to evaluate her Algebra instruction and also discovered the online component as an instrument for collaborating with a fellow classroom teacher. This study suggests that a teacher's screen-capture instructional technology can be used toward establishing a blended learning environment within the secondary classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10