"Address me personally!": On the role of language styles in a MOOC.
If learning materials are presented in either a conversational or formal language style, people will process them differently. This study reports an experiment in which 64 high school students watched an educational video in a massive open online course scenario in which the instructions were phrase...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 6; pp. 713 - 720 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2018
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132914537&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 132914537 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2018 vid: 34 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 132914537 132914537 132914537 10.1111/jcal.12278 132914537 ppf: 713 ppct: 7 formats: tig: atl: "Address me personally!": On the role of language styles in a MOOC. aug: au: Riehemann, J. Jucks, R. affil: Department of Psychology and Sport Studies, University of Münster, Germany sug: subj: Students, High School MOOC Language Outcomes of Education Evaluation Learning Methods Audiovisuals Human Male Female Adolescence Internet Germany T-Tests Mann-Whitney U Test Coefficient alpha Conversation Adolescent: 13-18 years Male Female ab: If learning materials are presented in either a conversational or formal language style, people will process them differently. This study reports an experiment in which 64 high school students watched an educational video in a massive open online course scenario in which the instructions were phrased either conversationally or formally. The video demonstrated and explained the psychological McGurk effect. After watching the video, participants performed a transfer task. Learning outcomes were assessed and answers were analysed by using Linguistic Inquiry and Word Count. Results showed better learning outcomes for participants in the conversational (vs. formal) condition. Participants in the formal (vs. conversational) condition referred more to others in their answers. Implications for the design of massive open online courses are discussed. Lay Description: What is currently known about the subject matter: Language styles can affect individual dealing with learning materials.Addressing learners directly in the learning material can support transfer performance.Massive open online courses (MOOCs) have become the most prominent form of online learning in higher education.High school students (future students) are a new group of MOOC users. What this paper adds: MOOCs contain a social dimension, which might be crucial for individual learning.Most MOOCs do not ask for transferring knowledge of just learned materials.Conversational language in the instruction led to better transfer performance and more self‐directedness.Instructional language styles affect individual dealing with learning materials in a MOOC scenario. Implications of study findings for practitioners: MOOCs should apply conversational language style instructions for deeper learning.Conversational language style instructions and transfer tasks are easy to implement in already existing MOOCs.Being personally addressed in a MOOC might be a key for enhancing learners' involvement. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|