Orienting Response to Visual Cues as an Indicator of Students’ Attention to Online Instruction
نویسندگان
چکیده
The rapid development internet-based technology along with the availability of user-friendly video capture and editing tools expanded the use of instructional video modules from fully online courses (e.g. Gosmire, Morrison, & Osdel, 2009), to blended courses (Sloan Consortium, 2007, Twigg, 2003), and to more recent enhanced live active learning strategies such as flipped or inversed classroom (Strayer, 2012; Zappe et al., 2009). The research associated with instructional video modules ranged from production and usage evaluation (Copley, 2007; Griffin, Mitchell, & Thomson, 2009), to specific teaching strategies (e.g. Lawson, Bodle, & McDonough, 2007; Schrader, et al., 2003; Shephard, 2003), or comparative use (e.g. Moreno & Ortegano-Layne, 2008). However, there is a lack of research focusing on how various stimuli included in an instructional video can promote and sustain students’ attention.
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