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Off the Field and Online: Sophomore Student-Athlete's First

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Stefanie Brewer

on 23 June 2015

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Transcript of Off the Field and Online: Sophomore Student-Athlete's First

Off the Field and Online: Sophomore Student-Athlete's First Online Course
Presented by Stefanie Brewer
Understanding the
Case Study

Course Details
The Learner + Observation
Personal Lessons from
How People Learn
Course Details
8 week course COMM1131: Sex, Relationships, and Communication
Organized on Blackboard
Syllabus, Course Materials, Assignments
Four timed exams worth 200 points each, plus one short paper worth 200 points for 1000 total points to make up grade
Professor included powerpoint with voiceover for each chapter
Each exam covered approximately 4 chapters
The Learner + Observation
Sophomore baseball player with no experience in self-regulated, online course environments
Experienced low motivation due to summer atmosphere, pressures to play baseball, be with friends
Felt summer courses carry a negative connotation
Observation took place on a playoff baseball trip in the lobby of a Hampton Inn & Suites
Chapter 3 - 42 slides, voice over considered "difficult to listen to"
Key Observations
Learner appeared overwhelmed by the amount of information in powerpoint presentations
Use of multimedia did detracted from the learner's ability to focus on the presentation
Blank slides
Non-embedded youtube videos
Non-conversational tone of voice
No clear beginning and end
No opportunity for testing between the exams
Key Conclusions
Cognitive Overload
Issues with Motivation
Lack of self-explanation
Inability to self-regulate
Key Recommendations
Allow opportunity for self-testing/explanation
Use more conversational tone
Give opportunity for feedback
Segment presentations
What Did I Learn?
Can assist students when navigating online presentations
Stress the importance of organization
Encourage self-explanation
Make-your-own summary slides
Discover sources of motivation
Chiu, J. L., & Chi, M. T. H. (2014). Supporting self-explanation in the classroom. In Applying Science of Learning in Education (pp. 91–103). American Psychological Association.

Mayer, R. E. (2014). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education (pp. 59–70). American Psychological Association.

Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43–52.

Pyc, M. A., Agarwal, P. K., & Roediger, H. L. (2014). Testing effects. In Applying science of learning in education (pp. 78–90). American Psychological Association.

Wlodkowski, R. (2008). Understanding Motivation for Adult Learners. In Enhancing Adult Motivation to Learn (3rd ed., pp. 1–30). San Francisco: Jossey-Bass.
Thank You
Full transcript