Abstract:

Traditional distinctions between classroom based and distance learning are breaking down. The modalities of delivery are not limited to one or the other as students blend, supplement, and complement their learning environment with different emerging technologies. As a result, the notion of student presence and absence in courses is becoming blurred (Parson, Reddy, Wood, & Senior, 2009). A primary cause for this change is that many students now have part-time jobs, a few have full-time jobs; some are married, and a few have families. Therefore, to them, convenience is of the essence (Parson, Reddy, Wood, & Senior, 2009).

In turn, educators need to be better at engaging students and the education environment needs to be better at allowing and supporting flexibility in teaching and learning (Laurillard, 2007). For that reason, course design and use of educational modalities need to become more flexible in providing education to students in these situations. Video On Demand (VOD) and its portability as a medium is one way in which this is possible (Parson, Reddy, Wood, & Senior, 2009). The University of Winnipeg VOD environment includes a classroom environment with synchronous lecturing to an in-studio student population and an online learning environment where students view recorded lectures at any time after the original presentation. This approach to educational design increases the likelihood that students will access course material more often; enhancing the opportunities for learning (Parson, Reddy, Wood, & Senior, 2009).

This paper will highlight the pedagogical process and student behaviours in regard to designing and viewing courses. The importance of this research is to provide greater evidence-base understanding on the educational consequences of specific technology applications on college student learning, which is currently neither large nor readily accessible (Dey, Burn, & Gerdes, 2009).

The theoretical constructs to be used when assessing the use of VOD for learning will draw on constructivist learning theory and cognitive load theory. The discussion will explore some of the parameters associated with VOD viewing, such as, attention span or cognitive load of students viewing lectures; and factors that cue the attention of viewers along with the variables that cause them to stop watching. Understanding these and other aspects of learning environment will provide a basis for designing video instruction along with a deeper insight into course material for learners using emerging technologies.

Keywords:

Video On Demand, Undergraduate Education, Asynchronous learning, Constructivist learning, Cognitive load theory.