Micro-Level Design for Multimedia-Enhanced Online Courses

Micro-level instructional design refers to the practice of designing and producing small units of instruction. At the microlevel processes such as shifting focus to small-scale design, applying learning theory, managing the technology, and evaluating the micro-design are implemented. The shift in focus to small-scale design centers attention on design of the multimedia products implemented in the online classroom. Theories of multimedia learning are selected and applied to the micro-level design to maximize the potential for effective instructional communication and learning. Managing the technology involves accounting for issues of compression, file size, and appropriate format for Web-based delivery. Evaluation, supported by Web server technologies, may be conducted through iterative cycles in a design based research approach. The result is incremental improvement of micro-design products in addition to new insights about multimedia-enhanced online instruction. This paper describes these processes as they apply to multimedia-enhanced online instruction

Image and Video Disclosure of Substance Use on Social Media Websites

The present study examines young adults’ use of social media websites, such as MySpace, Facebook, and YouTube, to post public images and videos of themselves depicting alcohol consumption, inebriated behavior, or recreational marijuana use. A content analysis revealed that the majority of image and video representations of alcohol consumption depicted females in social gatherings while images and videos depicting marijuana use depicted solitary males. Videos typically were viewed frequently and gained positive ratings. Among a sample of college students, one-third of participants reported having posted a picture depicting substance use on a social networking site, with 97 percent aware that others engage in this phenomenon. Students’ perceptions of alcohol-related postings were generally positive or seen as a matter of individual choice while marijuana-related postings were generally viewed more negatively

Student Trauma in the Classroom

Trauma-related disruptive student behavior has risen sharply. With the increase in the number of students experiencing traumatic events, and the number of U.S. veterans entering college, disruptive behavior may worsen. The purpose of the present study was to explore faculty experiences with student traumatic behavior, as well as their training to deal with such behavior

Gender Differences in CAM Usage in Undergraduates

The National Institutes of Health (NIH) recently opened a center for the study of the use of complementary and alternative medicine (CAM). While the NlH has conducted a few random sampling studies, none have examined the knowledge and use of CAM among undergraduates and whether these differ by gender. 111 college students were asked about the usage of a variety of CAM techniques, as well as about beliefs and opinions about CAM techniques. Several gender differences emerged. Implications for college wellness centers will be discussed

Resolving Instructor Challenges in the Online Classroom

The rapid growth of online education has led to expanded opportunities for students while introducing instructors to new teaching challenges inherent to virtual learning environments. The practical responsibilities, once confined to the traditional classroom, such as handling student records, class size, teaching assistants, and instructional material now require a new mind set as well as sufficient technical knowledge. The online instructor faces additional opportunities and challenges once the class is online and students have enrolled. How to merge the best of the traditional classroom including teaching and practical responsibilities with the best of an online teaching opportunity become paramount to the online instructor. These issues and corresponding suggestions for the online instructor will be discussed in this paper

Strategies for Managing Large Online Classes

Online classroom instruction is an exciting technology and continues to draw the attention of students, instructors and administrators working or studying in educational settings. Large numbers of faculty are currently involved in teaching online or hybrid courses within their educational institutions. At the present time, very large online classes are usually defined as 150 students and above. Many instructors are now experimenting with making online learning options available to even larger audiences and online class sizes are increasing rapidly. This paper presents guidelines for managing large online courses. Among key elements important in meeting the needs of the distant learner through large online course design are: effective communication, use of teaching assistants and multiple sections, teaching techniques successful in large online sections and professional practice in the online classroom. This paper will discuss these elements and corresponding suggestions for the instructors of large to very large online courses

Using YouTube Videos to Engage the Affective Domain in E-Learning

YouTube, currently the largest and most widely used online video service, is at the epicenter of the expanding videosharing universe. Video 2.0, a subset of the Web 2.0 suite of interactive browser-based tools, offers educators millions of hours of free video content, hosting, and distribution online. This is particularly beneficial in e-learning which relies on digital content. While video is valuable for many types of instructional events, its role in meeting educational outcomes within the affective learning domain is compelling. Video is a powerful medium for conveying the spectrum of human emotion through the drama of the audiovisual story. This paper illustrates how short video clips can be selected and produced to meet affective learning objectives. A liability case study from the health-care profession is used as an example of a real-world story that contextualizes values that are critical for health-care professionals to internalize. Micro-level instructional design principles are used as the conceptual framework to guide selection and production of the types of short video clips that are commonly found on YouTube and other video-sharing services

Ethical Challenges of Online Teaching

Online technologies (e.g., e-mail, websites, course management systems) provide alternatives to traditional face-to-face instruction that have made it possible to offer courses either partially or completely online. Allen and Seaman (2010) identified four categories of course delivery that are based on the proportion of content delivered online: (a) traditional (0% online delivery), (b) web facilitated (1%–29% online delivery), (c) hybrid (30%–79% online delivery), and (d) online (80%–100% online delivery). In this chapter, we focus primarily on the fourth category, in which most or all of the course content is delivered virtually with the aid of online technologies. The growth of online education has been phenomenal. The seventh annual Sloane Survey of Online Learning (Sloan-C, 2009) revealed that approximately 4.6 million students were enrolled in at least one online course in fall 2008, an increase of nearly 17% from the previous year (Allen & Seaman, 2010). As more students enroll in virtual courses, questions and concerns about ethical teaching practice in digital classrooms will continue to emerge. Strike and Soltis (2004) described several types of ethical challenges within the educational context (e.g., punishment and due process, intellectual freedom, equal treatment of students, diversity, professionalism). These types of ethical issues are also present in virtual (online) classrooms, albeit with the added complexities of online course delivery. The online educator shoulders the solemn responsibility of handling student records, instructional materials, and private communications, which are stored and distributed in digital form. Additionally, the educator assumes the added responsibility of maintaining sufficient technical knowledge to avoid unfortunate breaches of confidential information. Although many additional ethical challenges emerge in an online format, we limit our discussion to the specific issues of digital privacy, intellectual property, and professional practice in the online classroom