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Screen-capture instructional technol...

Smith, Jeffrey George.

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Screen-capture instructional technology: A cognitive tool for blended learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Screen-capture instructional technology: A cognitive tool for blended learning./
Author:	Smith, Jeffrey George.
Description:	183 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
Contained By:	Dissertation Abstracts International73-12A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3521851
ISBN:	9781267533401

Screen-capture instructional technology: A cognitive tool for blended learning.
Smith, Jeffrey George.

Screen-capture instructional technology: A cognitive tool for blended learning. - 183 p.

Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.

Thesis (Ed.D.)--Saint Mary's College of California, 2012.

Little empirical investigation has been conducted on high school students and teachers using online instructional multimedia developed entirely from the classroom teacher's traditional live-lecture format. This study investigated academic achievement, engagement, preference, and curriculum development using screen-capture instructional technology. A 2-group experimental pretest-posttest was deployed over a four week period on secondary Algebra students accessing their teacher's screen-capture instructional multimedia both inside and outside of the blended classroom. Students who learned Algebra through the screen-capture methodology showed significantly greater gains in math performance than did the students in a live-lecture class, even after controlling for prior levels of math performance. On average, students viewed each online instructional multimedia lesson two and a half times within the classroom using mobile multimedia devices and an additional one and a half times at home. Additionally, a psychometric student engagement instrument (SEI) measured the participant's cognitive and psychological engagement. The screen-capture students demonstrated increased levels of cognitive engagement from their self-regulated learning and added psychological engagement from feeling less inhibited when asking their classroom teacher face-to-face questions. Ninety-three percent of the students indicated their preference for learning Algebra in the future using their teacher's screen-capture instructional multimedia. During the initial lesson development phase, the classroom teacher incorporated the instructional technology as a new tool to evaluate her Algebra instruction and also discovered the online component as an instrument for collaborating with a fellow classroom teacher. This study suggests that a teacher's screen-capture instructional technology can be used toward establishing a blended learning environment within the secondary classroom.

ISBN: 9781267533401Subjects--Topical Terms:

1018012
Education, Technology of.

Screen-capture instructional technology: A cognitive tool for blended learning.
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245 1 0 $a Screen-capture instructional technology: A cognitive tool for blended learning.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
500 $a Adviser: Sawako Suzuki.
502 $a Thesis (Ed.D.)--Saint Mary's College of California, 2012.
520 $a Little empirical investigation has been conducted on high school students and teachers using online instructional multimedia developed entirely from the classroom teacher's traditional live-lecture format. This study investigated academic achievement, engagement, preference, and curriculum development using screen-capture instructional technology. A 2-group experimental pretest-posttest was deployed over a four week period on secondary Algebra students accessing their teacher's screen-capture instructional multimedia both inside and outside of the blended classroom. Students who learned Algebra through the screen-capture methodology showed significantly greater gains in math performance than did the students in a live-lecture class, even after controlling for prior levels of math performance. On average, students viewed each online instructional multimedia lesson two and a half times within the classroom using mobile multimedia devices and an additional one and a half times at home. Additionally, a psychometric student engagement instrument (SEI) measured the participant's cognitive and psychological engagement. The screen-capture students demonstrated increased levels of cognitive engagement from their self-regulated learning and added psychological engagement from feeling less inhibited when asking their classroom teacher face-to-face questions. Ninety-three percent of the students indicated their preference for learning Algebra in the future using their teacher's screen-capture instructional multimedia. During the initial lesson development phase, the classroom teacher incorporated the instructional technology as a new tool to evaluate her Algebra instruction and also discovered the online component as an instrument for collaborating with a fellow classroom teacher. This study suggests that a teacher's screen-capture instructional technology can be used toward establishing a blended learning environment within the secondary classroom.
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