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Comparing Instructional Event Sequences in Audio Podcasts with Low Versus High User Satisfaction

  • Allan JeongEmail author
Original Paper
  • 33 Downloads

Abstract

According to Gagne, instruction should follow the prescribed nine events of instruction, but that the sequence need not be absolute and that not all events are necessary. The purpose of this study was to determine to what extent are the prescribed sequence implemented in practice, and how might variations in event sequences affect learner satisfaction. Using sequential analysis, this study identified patterns in instructional event sequences observed in iTune audio podcasts with low versus high user satisfaction ratings. The analysis revealed that collectively the audio podcasts followed the event sequence prescribed by Gagne. However, the high-rated podcasts were more likely to transition from objectives straight to information presentation (skipping stimulating recall) and from information presentation to practice (skipping guidance). If learners were using the podcasts to support just-in-time learning and were aware that they could return to the podcasts at any time in the future, there was no need to stimulate recall and receive guidance to improve long-term memory and recall. These findings suggest that event sequences should be modified to accommodate different instructional contexts in order to increase learner satisfaction and efficiency. This study and its findings also serve to illustrate ways to apply sequential analysis to conduct further investigations on ways to vary instructional event sequences to optimize both process and learning outcomes.

Keywords

Events of instruction Audio podcast design 

Notes

Compliance with Ethical Standards

Conflict of Interest

The author declares that there are no conflicts of interest.

Ethical Approval

This article does not contain any studies with human participants performed by any of the authors.

References

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  3. Jeong, A. (2018). Discussion Analysis Tool. Retrieved on December 18. In 2018 at http://myweb.fsu.edu/ajeong/dat.
  4. Martin, F., & Klein, J. (2008). Effects of objectives, practice, and review in multimedia instruction. Journal of Educational Multimedia and Hypermedia, 17(2), 171–189.Google Scholar
  5. Sinha, T., Jermann, P., Li, N., & Dillenbourg, P. (2014). Your click decides your fate: Inferring information processing and attrition behavior from MOOC video clickstream interactions. arXiv preprint arXiv:1407.7131. Last retrieved on June 18, 2018 at https://arxiv.org/pdf/1407.7131

Copyright information

© Association for Educational Communications & Technology 2019

Authors and Affiliations

  1. 1.Educational Psychology & Learning Systems, Instructional Systems ProgramFlorida State UniversityTallahasseeUSA

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