How Microlectures Can Increase Online Student Engagement, Motivation & Success
Online faculty need empirically-driven guidelines to inform the selective inclusion of lecture-based videos in their online courses. The natural tendency may be to imitate the traditional 30- to 50-minute lecture format of the face-to-face classroom. However, the emergence of microlectures (short informational lectures 1 to 5 minutes in length) challenges the length, content and value of this approach. Emerging research highlights the impact of microlectures on the cognitive, motivational and satisfaction factors of students in the online classroom. Microlectures provide an efficient and cost-effective means for online faculty to present content, connect with their students and engage with disciplinary content. This presentation will discuss strategies for creating effective microlectures and will highlight the impact of microlectures on student learning, engagement, motivational and satisfaction.
- Explore Web 2.0 tools for creating microlectures
- Identify online strategies for engaging students with online course content
- Explore the use of announcements as a teaching tool
- Discover best practices for the creation of microlectures
- Examine the integration of microlectures as a means of engaging and motivating online students
- Identify strategies for personalizing their connection with online students via microlectures
- 2-year & 4-year institutions
- Faculty who teach online
- Faculty who supplement F2F classes with online content
- Online Learning Administrators & Staff
- Instructional Designers
- Academic Affairs/Instruction
- Anyone interested in online teaching & learning
"The value and impact of a three-minute lecture should not be underestimated. A clear, well-designed microlecture has the potential to engage and motivate students in a manner not amenable to longer, more formalized presentations of course content."
B. Jean Mandernach, Ph.D. is Research Professor and Director of the Center for Innovation in Research and Teaching at Grand Canyon University. Her research focuses on enhancing student learning through assessment and innovative online instructional strategies. In addition, she has interests in examining the perception of online degrees, the quality of online course offerings and the development of effective faculty evaluation models. Jean received her B.S. in comprehensive psychology from the University of Nebraska at Kearney, a M.S. in experimental psychology from Western Illinois University and a Ph.D. in social psychology from the University of Nebraska at Lincoln. Jean may be reached at email@example.com.
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