CHAPTER 1: INTRODUCTION
New literacies and instructional technologies, particularly instructional videos, have become increasingly common throughout the nation. Courses for adult learners have evolved tremendously due to positive intersections of pedagogical, technology, and content areas of knowledge. New literacies and advancements in technology have allowed for creativity and variation in the delivery methods used for instructional content within educational contexts. The courses designed for adult learners can be delivered either by face-to-face in a classroom setting or online using web-based tools. The blended format serves to create a bridge between the two forms of delivering online courses and includes the combination of the web-based instructions (technology-mediated) and face-to-face (verbal) instructions. Additionally, numerous tools can be used for the courses designed for adult learners, including printed textbooks, digital textbooks, digital reading packets, instructor-created pre-recorded videos, third-party created pre-recorded videos, synchronous live stream videos, webinars, virtual office hours, group discussion forums, one-on-one discussions, chat forums, and additional multimedia instructional modalities. Instructional videos have become increasingly popular and more accessible to educators, adult learners, and the general public. According to “The Pew Research Center” about 78% of adults in the United States watch “how-to videos” for instructional purposes (Purcell, 2013). The proliferation of instructional videos can be linked to the input of individual educators and private companies that continue to produce them and make them available to various audiences. Private companies engage in the professional production of the instructional videos and then offer them to colleges, individuals, universities, and businesses in the form of subscriptions for educational purposes. For example, Lynda.com stands out as a subscription-based website that offers commercially produced “how-to videos” designed for educational purposes. As of April 2014, Lynda.com offered more than 2,500 video-based courses comprised of more than 116,000 pre-recorded videos. Lynda.com (2014) reported that more than 40% of the universities in the United States have an account with Lynda.com for their faculty, staff, and students to have access to an entire video catalog used for video-based learning. Kaltura, an open source online video platform, reported that a survey based on 550 respondents indicated that 88% of learners agreed that video-learning improves the educational experience (Tsur, 2014). Online learning is showing continued growth throughout the United States. In 2013, 7.1 million learners were identified as having engaged and taken part in at least a single online course (Allen & Seaman, 2013). The majority of the online courses included instructional videos and microlearning assets. Instructional microlearning videos can provide individual interactivity, cognitive tools, authenticity, and more – these are all elements of constructivist learning.
Statement of the Problem
Advancements in technology have contributed to the expansion of definition of literacy. Literacy is no longer the limited notion of reading text printed on paper but has evolved into new literacies that can be linked to the advances in technology. However, it is important to note that new literacies are not replacing traditional ones but rather support the multifaceted nature of literacy. New literacies are an important aspect of language and literacy, financial literacy, math literacy, career literacy, and additional content areas. The National Council for Accreditation of Teachers (NCATE, 2008) standards indicate that educators are required to have content knowledge, pedagogical knowledge, and the ability to integrate technology to effectively facilitate student learning. Rather than thinking of these (pedagogical, technological, and content knowledge) as three separate domains, it is important to consider the interplay of the three domains simultaneously. Ideally, interactions between educators and adult learners must be exchanged in a multidirectional manner. Mishra and Kohler (2006) note that effective teaching and learning requires educators to understand the content (content knowledge), methods of teaching (pedagogical knowledge), and the ways of using technology (technological knowledge). Effective technology integration involves blending content, pedagogy, and technology into a cohesive framework that facilitates learning. New literacies and technology within an educational environment support the constructivist approach. Constructivists suggest that knowledge is not a transmission process, but is rather a process of guiding learners to build and create their meanings from personal experiences (Choi & Johnson, 2005). The incorporation of instructional videos can be used in the creation of a more personalized and engaging experience for adult learners. The use of videos for instructional purposes has grown tremendously due to the increase of technological advancements and the accessibility of online tools (Purcell, 2010). The use of videos for instructional purposes may enhance the educational experience of adult learners by increasing instructor presence and immediacy, which may result in students feeling more connected to the instructor and to the course content.
The market for courses containing instructional videos is expanding because of the increase in the supply of the videos and the subsequent demand (Business Wire, 2004; Jung, 2001; Lima & Hoff, 2000). Several studies examine student satisfaction in online courses, however, few studies have incorporated participants’ perceptions of web-based instructional tools and even fewer have considered participants’ perceptions of instructional microlearning videos as the tools for knowledge construction. The underlying purpose linked to this qualitative phenomenological research study is the examination of new literacies and technology in online literacy courses, specifically the role of instructional microlearning videos for knowledge construction.
Significance of the Study
This study explores new literacies and technology in online literacy courses, specifically student perceptions regarding the role of brief instructional videos as the tools for knowledge construction. The notable advancements in new literacies and technology have encouraged and challenged educators and adult learners to rethink previous beliefs about instructional designs and instructional delivery methods. Some educators and adult learners are integrating new literacies, technology, and media in creative, progressive, and productive ways. These educators and adult learners are reimagining and reconstructing teaching and learning in response to rapid growth of new literacies and technology. It is important to embrace new literacies and technologies in the learning process. The existing intersections of pedagogical, technological, and content spheres of knowledge are fascinating and continue to expand the interest in learning among adults. Literacies, especially new literacies and technology, are incredibly intriguing to many educators and adult learners. Literacy has been referred to as a collection of cultural and communication practices shared among members of particular groups. As technology evolves, so does literacy and new literacies that continue to expand the scope of education for adult learners. However, the definition of new literacies is not static and continues to evolve as more technological tools emerge and redefine the learning process (Coiro, Knobel, Lankshear, & Leu, 2008). Additionally, the definition of new literacies varies from person to person and from group to group. Street (2003) refers to new literacies as emerging social practices that incorporate technology while Gee (2003) considers new literacies to be forms of discourses made possible by advancements in technology. New literacies are complex and involve visual, digital and additional multimodal formats that facilitate better interactive learning processes (Rose & Meyer, 2002; New London Group, 2000; Alvermann, 2002). The literature is inundated with studies that compare online courses with traditional face-to-face courses (Aragon, Johnson, & Shaik, 2000; Schlosser & Anderson, 1994). The literature reveals studies about podcasting, blogging, and discussions forums as some of the notable technology-based spheres of learning. Chan (2010) notes that there is little research that concentrates on the importance and significance of instructional microlearning videos. This study will serve to fill the identified gap in the literature regarding the impact of technology in the development of new literacies. The significance attached to this study emerges from the efforts targeted at the provision of a comprehensive view of student learning in online courses with a concentrated examination of instructional microlearning videos for knowledge construction. This study has the potential to encourage educators to rethink the instructional design and instructional delivery methods as the means of enhancing student learning.
Theoretical Framework
Constructivism provides the anchoring theoretical framework used for this study. Additionally, adult learning theories and new literacies and technology theories also provide supporting theoretical perspectives for the study. Constructivism refers to the processes of building new knowledge through defined activities, which rely and are dependent on existing knowledge (Oliver & Herrington, 2003; Sargeant et al., 2006; Vrasidas & McIsaac, 2000). Constructivism as one of the pertinent theories of learning, emphasizes on the processes of active construction of knowledge by individuals. According to the theory, learning is evidenced when individuals experience the process of integrating new knowledge with existing knowledge. Notably, based on the constructivist theory, the underlying integration of the two forms of knowledge, new and existing, can only be experienced when an identified learner is actively engaged and involved in the learning process. Constructivism is additionally based on the belief and fact that learners engaged in processes of constructing their own meaning and knowledge from their personal experiences (Oliver & Herrington, 2003; Sargeant et al., 2006; Vrasidas & McIsaac, 2000). Courses for adult learners should include reflection, collaborative learning, authentic learning, critical thinking activities and activities, as well as, scaffolding and feedback to help adult learners construct new knowledge (Huang; Oliver & Herrington, 2003; Sargeant et al., 2006). Jean Piaget is credited as the founder of constructivism. The theoretical framework of constructivism is important for understanding perceptions of online learners regarding the usefulness of instructional microlearning videos for knowledge construction.
Adult learning theory, andragogy, emphasizes the value of recognizing an adult learner’s current knowledge and designing opportunities that build upon this knowledge while guiding the adult learner to develop new knowledge through meaningful activities (Blondy, 2007; Gibbons & Wentworth, 2001; Knowles, 1980). Andragogy offers the theoretical framework that addresses the specific needs of adult learners. Malcolm Knowles (1984) suggests that it is important for educators of adult learners to explain why specific topics are being taught. Knowles also emphasizes that the instruction of adult learners should be task-oriented instead of the dependence on memorization activities. Additionally, Knowles recommends that diversity among learners should be considered, including learning styles and preferences. Knowles suggests that adult learners should be given opportunities to make their own discoveries and connections as part of the learning process. The development of an understanding of the adult learning theory is an essential aspect of designing and implementing an effective online course, particularly for courses that incorporate instructional microlearning videos designed to assist students with knowledge construction.
New Literacies are forms of literacy made possible by digital and multimedia technology (Gee, 2012). New literacies are transforming learning and communication beyond the traditional forms of education. Literacy extends beyond the abilities of reading and writing as manifested by the widened scope of new literacies that encompass much more than the two facets of learning. New literacies involve the location and retrieval of information, critical evaluation of information, synthesis of the information, and sharing the information obtained from numerous sources. New literacies and technologies provide educators the opportunity for the modification of the delivery of instructional content as technology serves as an instructional tool. It is important for educators to guide learners through the content offered on different technological platforms. Additionally, it is essential for educators to experiment with new literacies and technology as the means of enhancing their competencies. Contemporary views of literacy involve accessing, processing, and communicating information. Technology is altering the nature of literacy by generating new literacies that provide opportunities for innovative instructional design and instructional delivery methods.
It is important to consider constructivism, adult learning principles, and new literacies when developing courses because the creation and implementation of programs that take into account constructivism and new literacies may be more effective as they consider learning styles and current abilities of adult learners (Blondy, 2007; Gibbons & Wentworth, 2001; Huang, 2002; Oliver & Herrington, 2003; Vrasidas & McIsaac, 2000).
Research Design
This qualitative phenomenological research study will explore student perceptions of instructional videos in the context of online literacy courses for adult learners. There is not enough research that explores student perceptions regarding the instructional microlearning video as a learning tool for knowledge construction. The career literacy course was structured and delivered with a TPACK lens using the integration of pedagogical, technological, and content spheres of knowledge. Creswell (2012) describes qualitative research as an emerging process that is especially appropriate when exploring perceptions of individuals. Slavin (2007) explains that a phenomenological study often begins with a situation that the researcher has some experience with and wishes to understand from the perspective of others. A phenomenological study is appropriate when seeking a holistic understanding of factors that impact a phenomenon (Merriam, 2009). Phenomenology is person-centered rather than being process-centered. Questionnaires and one-on-one interviews were used to discover student perceptions about brief videos as tools for knowledge construction. Participants included adult learners who were enrolled in career literacy online courses in the continuing education department of an educational institution in the Midwest.
Patton (2002) asserts that a phenomenological research seeks to capture and describe how people experience a given topic or phenomenon, particularly how they perceive it, describe it, remember it, feel about it, and talk about it with others. Researchers obtain this data by asking participants about their perceptions about the particular topic being researched. The phenomenological approach is important for this particular study because the research question specifically aims at understanding student perceptions about the role of instructor-created brief instructional videos as the tools for knowledge construction.
Research Questions
The central qualitative research question is:
- What is the role of instructor-created brief instructional video in student knowledge construction?
The sub-questions are based on Kirkpatrick’s 4-Level Model of Evaluation. Kirkpatrick’s Model of Evaluation places emphasis on an evaluation extending beyond the immediate reactions registered among the attendees. Therefore, the study could be executed based on four different and distinct levels: reaction, learning, behavior, and results.
- Did the learners react positively to the course? This question is based on Level 1 of Kirkpatrick’s Model of Evaluation: Learning.
- Did the learners actually learn the skills that were taught in the course? This question is based on Level 2 of Kirkpatrick’s Model of Evaluation: Reaction.
- Did the learners’ on-the-job behavior change as a result of participating in the course? Are learners using the skills that were taught to them? This question is based on Level 3 of Kirkpatrick’s Model of Evaluation: Behavior.
- Did the change in on-the-job behavior impact the school / organization positively? This question is based on Level 4 of Kirkpatrick’s Model of Evaluation: Results.
Definitions
Microlearning Videos: For the purposes of this study microlearning videos are defined as pre-recorded videos that are six minutes or less that address, explain, or demonstrate a specific task or concept.
Constructivism: Learners construct their own understanding and knowledge of the world around them based on their previous experiences as well as reflection on their own experiences.
Professional Development: Professional development is typically intended for adults who wish to learn new career-related skills. Individuals typically participate in professional development courses and programs to remain abreast of advancements, trends, and best practices within his or her chosen profession.
Adult Learning: Adult learning, andragogy, underscore the theoretical framework that highlights the art and science of helping and facilitating learning among adults.
New Literacies: New literacies are forms of literacy made possible by digital and multimedia technology (Gee, 2012). New literacies are socially acceptable ways to create and communicate meaningful content (Lanshear and Knobel, 2011).
Technological Pedagogical Content Knowledge (TPACK) model: Mishra and Koehler (2006) stated that the Technological Pedagogical Content Knowledge (TPACK) model facilitates and empowers educators to consider and identify the type of knowledge required for the integration of technology into teaching and the means of developing that knowledge within themselves. TPACK integrates technology knowledge, pedagogy knowledge, and content knowledge.
Organization of Chapters
Chapter 1 provides an introduction describing the background of the problem, statement of the problem, purpose of the study, significance of the study, theoretical framework, research design, research questions, limitations and delimitations, definitions, and expected outcomes. The introductory section, background of the problem, discusses the problem of interest and the relevant literature about the problem of interest. The statement of the problem, introduces the research problem derived from the literature. The purpose of the study describes how the research problem will fill a gap in the literature. The significance of the study explains the value of the study and explains how the study expands our knowledge and adds to the existing literature. The research question section explicitly presents the research questions. The expected findings section states the anticipated findings. Chapter 2 presents a comprehensive literature review. Chapter 3 describes the methodology and concrete procedures that will be used to answer the research questions introduced in Chapter 1. Chapter 4 consists of data analysis and results. Chapter 5 summarizes the study, presents findings, provides conclusions, provides discussion, and provides possibilities for further study.