Proposal Title

Comparing the Effectiveness of Varying Instructor-Personalized Approaches in the Asynchronous Classroom

Co-Authors

None

Track

Research Project / Online Learning

Proposal Abstract

The personalization principle can help instructors in the online modality by offering a medium for presenting content in a student friendly conversational, personalized tone that increases student learning and engagement (Clark & Mayer, 2011). Personalized instruction can be completed through several approaches, but has a propensity to assist the student in focusing on natural conversations. Although, there are many ways for instructors to personalize materials (text, subject-headings, audio, video) the important aspect of personalized materials is that it can make students feel more connected to instructor. Several studies have shown personalized materials can engage students in the learning process while also enhancing the instructor presence in the online classroom (Clark & Mayer, 2011; Mandernach, 2009). The question that remains unanswered is whether one approach to personalized material within the classroom is more valuable to students than another. The current study analyzed differences between varying levels of personalized lecture material and student levels of satisfaction, connectedness to teacher, and perceptions of teacher presence. The presentation will display the varying levels of personalized material and how instructors can efficiently incorporate the personalization principle in their online classroom to positively impact student outcomes.

Session Format

Presentation Session

Location

Room 210

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 2:00 PM Mar 30th, 2:45 PM

Comparing the Effectiveness of Varying Instructor-Personalized Approaches in the Asynchronous Classroom

Room 210

The personalization principle can help instructors in the online modality by offering a medium for presenting content in a student friendly conversational, personalized tone that increases student learning and engagement (Clark & Mayer, 2011). Personalized instruction can be completed through several approaches, but has a propensity to assist the student in focusing on natural conversations. Although, there are many ways for instructors to personalize materials (text, subject-headings, audio, video) the important aspect of personalized materials is that it can make students feel more connected to instructor. Several studies have shown personalized materials can engage students in the learning process while also enhancing the instructor presence in the online classroom (Clark & Mayer, 2011; Mandernach, 2009). The question that remains unanswered is whether one approach to personalized material within the classroom is more valuable to students than another. The current study analyzed differences between varying levels of personalized lecture material and student levels of satisfaction, connectedness to teacher, and perceptions of teacher presence. The presentation will display the varying levels of personalized material and how instructors can efficiently incorporate the personalization principle in their online classroom to positively impact student outcomes.