Comparing Instructional Event Sequences in Audio Podcasts with Low versus High User Satisfaction

Autor/in	Jeong, Allan
Titel	Comparing Instructional Event Sequences in Audio Podcasts with Low versus High User Satisfaction
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 63 (2019) 5, S.559-563 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeong, Allan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-018-0369-3
Schlagwörter	Audio Equipment; Teaching Methods; Student Attitudes; Memory; Recall (Psychology); Efficiency; Outcomes of Education; Learning Processes; Comparative Analysis + Suchen Sie Ihr Suchwort? Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Gedächtnis; Abberufung; Effectiveness; Effektivität; Wirkungsgrad; Lernleistung; Schulerfolg; Learning process; Lernprozess
Abstract	According to Gagne, instruction should follow the prescribed nine events of instruction, but that the sequence need not be absolute and that not all events are necessary. The purpose of this study was to determine to what extent are the prescribed sequence implemented in practice, and how might variations in event sequences affect learner satisfaction. Using sequential analysis, this study identified patterns in instructional event sequences observed in iTune audio podcasts with low versus high user satisfaction ratings. The analysis revealed that collectively the audio podcasts followed the event sequence prescribed by Gagne. However, the high-rated podcasts were more likely to transition from objectives straight to information presentation (skipping stimulating recall) and from information presentation to practice (skipping guidance). If learners were using the podcasts to support just-in-time learning and were aware that they could return to the podcasts at any time in the future, there was no need to stimulate recall and receive guidance to improve long-term memory and recall. These findings suggest that event sequences should be modified to accommodate different instructional contexts in order to increase learner satisfaction and efficiency. This study and its findings also serve to illustrate ways to apply sequential analysis to conduct further investigations on ways to vary instructional event sequences to optimize both process and learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01