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Establishing Teaching Presence Via Personalized Multimedia: Is More Better?

#Twitter: 
#MultimediaAndTeachingPresence
Presenter(s)
Sarah Robertson (Grand Canyon University, USA)
John Steele (Grand Canyon University, USA)
B. Jean Mandernach (Grand Canyon University, USA)
Session Information
October 14, 2015 - 2:45pm
Track: 
Learning Effectiveness
Major Emphasis of Presentation: 
Practical Application
Major Emphasis of Presentation: 
Research Study
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Information Session
Location: 
Asia 3
Session Duration: 
45 Minutes
Session: 
Concurrent Session 3
Abstract

Presentation highlights the impact of various forms of instructor-personalized multimedia for fostering teaching, social and emotional presence in the online classroom.

Extended Abstract

The personalization principle finds that content delivered in a conversational, personalized tone promotes increased learning and engagement as it evokes the natural tendency to focus attention on social conversations (Clark & Mayer, 2011). As such, incorporating personalized content into the online classroom provides a means of making students feel more connected to their instructor and more satisfied with their online learning experience. Meaningful personalized learning components, such as a personalized audio lecture, has the potential to mediate these distance barriers in an asynchronous learning environment. Research has confirmed that personalized instruction can be effective in further engaging learners in the learning process as well as enhancing a sense of instructor presence in the online classroom (Clark & Mayer, 2011; Mandernach, 2009). While there are countless ways that instructors can personalize the online classroom (as demonstrated by Kurt, 2011, personalization can be as simple as using a conversational message in place of a more formal message), this study focuses on the use of audio and video lectures. While the inclusion of instructor-personalized multimedia provides an efficient means of fostering an interpersonal connection with students, there is minimal information to guide instructors on the most effective multimedia format. The current investigation examines the impact of varying levels of personalized multimedia (text, audio, video) on student learning, engagement, satisfaction and perceptions of instructor's teaching, social and emotional presence. Presentation will discuss how instructors can efficiently and effectively incorporate personalized multimedia into their online classroom to positively impact student outcomes.