Tanja Jadin, Astrid Gruber, Bernad Batinic,
"Learning with e-lectures. The meaning of learning strategies and design principles"
, in Journal of Educational Technology & Society, Seite(n) 282-288, 2009
Learning with e-lectures. The meaning of learning strategies and design principles
Sprache des Titels:
Video-based e-lectures offer interactive learning and more vivid and personalized forms of self-regulated
learning. Participants (N = 28) learned from either a video-based e-lecture with synchronized written transcript
of oral presentation (multimodal) or an e-lecture without the transcript (unimodal presentation). Learners could
be classified as ?repeaters?, whose primary focus was on the lectured material, or as ?surfers,? who spent less
time on the lecture itself and instead used the optional links. Results showed that the learning outcomes were
significantly influenced by learner strategy (with repeaters outperforming surfers), but not by presentation modality (with or without written text).