Informing complex interventions in technology-rich teaching ecologies: A study of structured lecture podcasting to facilitate active learning
David James Nickles, University of Hawai'i at Manoa, United States
University of Hawai'i at Manoa . Awarded
Since 2005, there has been rapid adoption of the use of podcasting in schools. In this flood of adoption, content has been recorded and distributed, but predominantly not internally structured or pedagogically integrated. This research aims to remedy pedagogical deficiencies in lecture podcasting by making use of chapter feature technology to support the adoption and integration of active learning. This study was conducted in the context of several pedagogical reform movements in which instructors are being encouraged to make major changes toward active learning practices and technology usage in pedagogy. Best practices for active learning are used as a design guide to integrate the technology intervention and support the interrelated processes within the teaching ecology.
Also in the ecological context, as mobile media players are quickly becoming ubiquitous so is persistent media multitasking. However, the processing of multiple information streams is considered a challenge for human cognition. This study further investigates the relationship between the technology intervention and processing multiple information streams through multitasking preferences and features of psychological flow.
Students completed standard assessments of comprehension in their regular coursework and then completed a survey instrument at the end of the course. The design, development and application of this instrument are described. Latent variables in the instrument are considered and described and then a construct validity method is used in the analysis and verification of the instrument. Correlation analysis describes the relationships between the factors in relation to intent to use, and also multitasking preferences and flow features. General linear model analysis describes the relationship of active learning behaviors to learning outcomes. Quantitative and qualitative data are gathered and analyzed for student perceptions of the intervention system, active learning activity, student media multitasking preferences and student learning outcomes.
Many students experience significantly lower levels of interaction in a traditional large enrollment lecture hall style course, but this study discovered a positive progressive relationship between facilitating active learning behaviors with an elective technology system and a large enrollment class’s learning outcomes. Technology system use was also moderately correlated to media multitasking preferences. Some encouraging indicators suggest that further research is warranted.
Nickles, D.J. Informing complex interventions in technology-rich teaching ecologies: A study of structured lecture podcasting to facilitate active learning. Ph.D. thesis, University of Hawai'i at Manoa.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com