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Blurred Experiences: The undefined contours of student learning in online environments

Melanie C. Hibbert

Title:
Blurred Experiences: The undefined contours of student learning in online environments
Author(s):
Hibbert, Melanie C.
Date:
Type:
Articles
Department(s):
Instructional Media and Technology Services
Volume:
15
Persistent URL:
Book/Journal Title:
Journal of Interactive Online Learning
Abstract:
The purpose of this study was to investigate student learning experiences with online instructional videos. Drawing upon qualitative interviews and user experience talk-throughs, this paper argues that students do not necessarily experience online instructional videos (and other types of course content) as discrete elements, or differentiate them from other aspects of the course. The implications are that students have significant agency in these online environments and their meaning-making of instructional content may not align with designers’ intentions. In addition, the times and contexts in which students view instructional videos shifts (e.g. between home and commuting). The emerging findings have design implications related to the creation of learning environments in online spaces, such as fully integrating content within the instructional design of a course and focusing on the digital contexts in which educational content is embedded.
Subject(s):
Web-based instruction
Instructional films
Instructional systems--Design
Item views
46
Metadata:
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Suggested Citation:
Melanie C. Hibbert, , Blurred Experiences: The undefined contours of student learning in online environments, Columbia University Academic Commons, .

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