Mind, brain and education in the digital era : applications for online learning

Abstract

This research examines mind, brain and education theories applied to online instruction. Findings emphasize role of motivation and prior knowledge in multimedia learning. A sequential quantitative-qualitative mixed methods design was used to collect and analyze data through qualitative coding and statistical computations. Research participants (n= 26) randomly allocated to one of three groups completed three different versions of How Floods Work, a self-paced online course developed with multimedia design principles in mind. To measure subject matter knowledge prior to and after the course, participants completed pre- and post-assessments. Small-to-medium size effects were observed in comparisons of post-assessment performance between control and treatment groups (d= 0.58, d= 0.35). Semistructured interviews were conducted to interpret quantitative findings. Data analyzed for participants who completed the course (n= 17) showed statistically significant positive correlations between pre- and post-assessment scores (r= 0.64, p <0.01), and between motivation and post-assessment scores (r=0.53, p <0.05).