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Embedding media richness in online assessment feedback: effects of multimedia delivery and paralinguistic digital cues on social presence and student engagement

Citation

Moffitt, RL and Padgett, C and Grieve, R, Embedding media richness in online assessment feedback: effects of multimedia delivery and paralinguistic digital cues on social presence and student engagement, Tertiary Education in a Time of Change: Disruptions, Challenges and Strategies, Springer Nature Singapore Pte Ltd., A Chester, B Kennedy and S Young (ed), Singapore, pp. 5-20. ISBN 978-981-15-5882-5 (2020) [Research Book Chapter]

Copyright Statement

Copyright 2020 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

DOI: doi:10.1007/978-981-15-5883-2_2

Abstract

Introduction>

Online learning in higher education is rapidly increasing in popularity, with millions of students worldwide enrolling in online courses each year (Broadbent & Poon, 2015; Jaggars & Xu, 2016; Kebritchi, Lipschuetz, & Santiague, 2017). This is not surprising when considering the advantages of online courses regarding flexibility, accessibility, efficiency, consistency, and the breadth of rich digital technologies and multimedia resources available to deliver course content (Guārdia, Crisp, & Alsina, 2017; Timmis, Broadfoot, Sutherland, & Oldfield, 2016). However, despite growing uptake, the more independent and autonomous online delivery environment and the requirement for effective self-directed learning have meant that dropout rates are often higher and achievement lower in online courses when compared to their traditional face-to-face counterparts (Broadbent & Poon, 2015; Kebritchi et al., 2017). Additionally, university educators have expressed concern over the quality of courses and programmes delivered entirely online (Wingo, Ivankova, & Moss, 2017). In one study, 70% of university educators endorsed the belief that an online degree was less prestigious than a traditional face-to-face degree (Stewart, Bachman, & Johnson, 2010). Nevertheless, with increased and faster Internet access, growing industry competition, and the fast-paced digitally oriented lives of the typical twenty-first century student, online course delivery in higher education will only continue to expand (Kebritchi et al., 2017; Timmis et al., 2016). When coupled with the pressures in higher education institutions to improve student learning and demonstrate programme flexibility and effectiveness, it is becoming increasingly important to maximise student experiences in the online environment (O’Flaherty & Phillips, 2015).

Item Details

Item Type:Research Book Chapter
Keywords:online learning, digital cues, social presence, student engagement
Research Division:Psychology
Research Group:Applied and developmental psychology
Research Field:Educational psychology
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in education
UTAS Author:Padgett, C (Dr Christine Padgett)
UTAS Author:Grieve, R (Dr Rachel Grieve)
ID Code:143254
Year Published:2020
Deposited By:Psychology
Deposited On:2021-03-09
Last Modified:2021-04-08
Downloads:0

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