Using Multimedia to Teach Self-Regulated Strategy Development to Preservice Teachers

The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservic...

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Bibliographic Details
Published in:Journal of special education technology 2018-06, Vol.33 (2), p.124-137
Main Authors: Romig, John Elwood, Sundeen, Todd, Thomas, Cathy Newman, Kennedy, Michael J., Philips, Jesse, Peeples, Katherine N., Rodgers, Wendy J., Mathews, Hannah M.
Format: Article
Language:English
Subjects:
Achievement Gains
Change Strategies
Check Lists
Control Groups
Educational Strategies
Experimental Groups
Instructional Effectiveness
Learning
Multimedia
Multimedia Instruction
Multimedia Materials
Observation
Podcasts
Preservice Teacher Education
Preservice Teachers
Pretests Posttests
Protocol Materials
Randomized Controlled Trials
Self Management
Statistical Analysis
Student Surveys
Teacher Educators
Teachers
Teaching Methods
Time on Task
Writing Instruction
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Summary:The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservice teachers. Participating preservice teachers (N = 166) from three universities were randomly assigned to learn essential components of the self-regulated strategy development (SRSD) and the “model it” stage via content acquisition podcast (CAP)-TVs, lecture, or a practitioner-oriented article. This randomized control trial found that students in the CAP-TV condition outperformed peers in the article condition on a researcher-created measure of SRSD knowledge. Additionally, participants in the CAP-TV condition outperformed peers in both comparison groups article on a measure of modeling instruction. Results from a perceived cognitive load survey indicated that perceived cognitive load was significantly correlated with outcomes on the knowledge and performance measure for all participants. These results suggested that multimedia tools designed using Mayer’s (2009) cognitive theory of multimedia learning can reduce cognitive load and increase learning outcomes. Teacher educators should consider incorporating CAP-TVs into their coursework when teaching complex instructional strategies.
ISSN:0162-6434
2381-3121
DOI:10.1177/0162643417746373