Author : Andrew Wolf
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (971 download)
Book Synopsis Multimedia Instruction in an Accelerated Baccalaureate Nursing Program by : Andrew Wolf
Download or read book Multimedia Instruction in an Accelerated Baccalaureate Nursing Program written by Andrew Wolf and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In recent years, there has been a growing interest in multimedia learning within health professions education due to advances in technology that make it easy to create, edit, and share videos. The literature suggests that students in the health professions are satisfied with multimedia instruction, but learning outcomes vary depending on instructional design. The cognitive theory of multimedia learning (CTML) asserts that people learn better through a concurrent presentation of words and pictures than through words alone, and presents a set of principles for effective design. Although these principles have a solid base of evidence from laboratory studies, there have been few studies about their application in the real world of health professions education. This study is aimed at understanding how, why, and under what conditions CTML-based multimedia instruction improves transfer learning for clinical problem solving. To investigate the causal relationship between evidence based multimedia instruction and transfer learning this study utilized mixed methods with a concurrent triangulation design. This design included a stratified randomized experiment with learning transfer as a dependent variable, and standard vs. CTML-based multimedia video lectures as the independent variable. The experiment was followed by a series of interviews. Participants were recruited from a single course within an accelerated undergraduate nursing program, with a class size of 66 students. Fifty students were recruited, and there was a final N of thirty due to attrition. Learning transfer was measured immediately and after 2 weeks with multiple choice exams, and between group differences with analyzed with t-tests and repeated measures analysis. Interviews were conducted to understand student experiences with multimedia instruction, and transcripts were analyzed to identify emergent themes using methods informed by grounded theory. Findings showed no significant difference in transfer learning between students watching modified or standard video lectures, in either the immediate (p = 0.91) or delayed posttests (p = 0.55). Analysis of interview data resulted in four key findings: students were highly distracted, they felt stressed-out and overwhelmed, they made sense of concepts primarily while studying independently, and illustrations helped students visualize physiological processes but were less helpful for other content. These findings expand our understanding of how multimedia instruction impacts transfer learning, demonstrating that the causal relationship is highly sensitive to contextual factors, including environmental distractions, learner stress, curricular load, and content type"--Leaves ii-iii
