Comparing the Effectiveness of Varying Instructor-Personalized Approaches in the Asynchronous Classroom
Track
Research Project / Online Learning
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
Recommended Citation
Steele, John P.; Robertson, Sarah N.; and Mandernach, B. Jean, "Comparing the Effectiveness of Varying Instructor-Personalized Approaches in the Asynchronous Classroom" (2016). SoTL Commons Conference. 74.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/74
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.
