Abstract
Multimedia learning methods can enrich any online learning scenario. However, traditional Massive Open Online Courses (MOOCs) often put the learner into classroom-like situations without considerably varying presentation formats. By conducting a study and analysis of multimedia elements such as interviews and podcasts, we lay a foundation for future research in the field of multimedia learning. This research studies video-based and audio-based education methods for secondary learning content. We explore both the conscious and subconscious effects of the different formats. In our quantitative assessment of more than 900 learners, we did not observe any significant differences in quiz performance between learners of the two groups. Although our recurring learners are used to video-based learning methods, the audio-based teaching methods were accepted and rated “easy to follow” by more than 80% of our learners. However, we observe that the learners enjoy traditional podcasts with a single presenter the least. Our work adds to the field of multimedia online teaching and shows that enriching courses with audio-based education methods proves beneficial for asynchronous learning offers.
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Notes
- 1.
H5P is a JavaScript Framework for interactive exercises, Website: https://h5p.org/.
- 2.
Statistics from https://www.buzzsprout.com/blog/podcast-statistics (Retrieved Feb. 5th, 2022).
- 3.
Open Science Framework, Website: https://osf.io.
- 4.
Survey Preregistration: Consuming Security: Evaluating Podcasts to Promote Online Learning Integrated with Everyday Life: https://osf.io/grqek (DOI: 10.17605/OSF.IO/GRQEK.
- 5.
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Koehler, D., Serth, S., Steinbeck, H., Meinel, C. (2022). Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content. In: Hilliger, I., Muñoz-Merino, P.J., De Laet, T., Ortega-Arranz, A., Farrell, T. (eds) Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. Lecture Notes in Computer Science, vol 13450. Springer, Cham. https://doi.org/10.1007/978-3-031-16290-9_10
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