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Video use in higher education classrooms: a qualitative exploration of adult learner emotional engagement and understanding
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Coleman, Tasha Yvette. Video use in higher education classrooms: a qualitative exploration of adult learner emotional engagement and understanding. Retrieved from https://doi.org/doi:10.7282/t3-dem3-ne12

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TitleVideo use in higher education classrooms: a qualitative exploration of adult learner emotional engagement and understanding
NameColeman, Tasha Yvette (author); Gobert, Janice (chair); Dashew, Brian (member); Hibbert, Melanie (member); Rutgers University; Graduate School of Education
Date Created2021
Other Date2021-10 (degree)
SubjectEducation, Higher education, Educational technology, Deep learning, Emotional engagement, Engagement, Multimedia, Understanding, Video
Extent1 online resource (xi, 117 pages)
DescriptionEducators must establish alternative means to foster the understanding of concepts otherthan having adult learners simply rely on the instructor alone (Sogunro, 2015). Video collectively presents numerous data sources together such as images, movement, and sound, which can create opportunities for comprehensive learning (Kosterelioglu, 2016). This qualitative research study explores how face-to-face instruction, with the incorporation of video in higher education lectures, influence learner emotions by considering student perspectives and self-reported engagement and understanding of lesson concepts. The objective of this exploratory case study was to use qualitative methods to understand the learners’ perspectives on how they emotionally engage with and respond to two different videos, one human-interest news story and one expository documentary, and how they describe their understanding from each of these.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-dem3-ne12
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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