An Exploration of Online Students' Impressions of Contextualization, Segmentation, and Incorporation of Light Board Lectures in Multimedia Instructional Content

dc.contributor.authorSheryne Southard
dc.contributor.authorKaren Young
dc.date.accessioned2024-05-21T13:44:40Z
dc.date.available2024-05-21T13:44:40Z
dc.description.abstractThe increasing expansion and demand for distance learning course offerings has forced faculty to examine how to transform their traditional lecture content into multimedia content. (Mandernach, 2009). Research indicates that content-specific and pedagogically-intentional online multimedia is a valuable resource that can facilitate student learning based on a number of factors, one being the positive level of student satisfaction it generates. The present qualitative and quantitative empirical study analyzes strategies that can be employed in the development of multimedia that will improve the level of satisfaction the online students experience in navigating their way through a class.
dc.identifierdigitalcommons.kennesaw.edu/jpps/vol10/iss1/7
dc.identifier.urihttps://hdl.handle.net/20.500.12951/1588
dc.titleAn Exploration of Online Students' Impressions of Contextualization, Segmentation, and Incorporation of Light Board Lectures in Multimedia Instructional Content
dc.typeJournal Article, Professional Journal
dcterms.bibliographicCitationThe Journal of Public and Professional Sociology 10(1), 11, (January 2018)
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