Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning

Principles derived from the Cognitive Theory of Multimedia Learning (CTML; Mayer in: Multimedia learning, Cambridge University Press, Cambridge, 2021) provide valuable guidance for enlisting commonly-available technologies to create effective online multimedia lessons. Specifically, CTML can guide instructional designers on the use of slide-sharing programs to create concise, narrated animation segments; the use of survey programs to interpolate questions and prompts between these segments to facilitate generative learning activities; and the use of video-sharing sites to provide learners with control over relatively superficial aspects of instruction. The application of CTML to the design of online multimedia lessons raises a number of theoretical and practical questions, including the need to better understand the relationship between working memory capacity and working memory duration, the importance of retrieval as a learning process, and the relative impact of selection and organization processes on learning.

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Though commuting is often seen as a source of stress, commuters may take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL). We draw on self-regulation and learning and development theories to define CBL in terms of its context, content, and process and present the findings of a systematic review of multitasking activities in the transportation literature. This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c) commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these review findings with psychological theories to propose a framework specifying the predictors of CBL, its benefits, and drawbacks, and the commute mode's moderating influence. These efforts yield several practical implications and future research directions to increase CBL's potential benefits while reducing potential harm.

Plain Language Summary

Although commuting can often be a source of stress, commuters may also take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL).To emphasize the potential benefits and pitfalls of CBL, we draw on learning and development, self-regulation, multiple-goal pursuit, and multiple resource theories to define CBL in terms of its context (where it occurs), content (what it includes), and process (how it is done). Next, we present the findings of a systematic review ofresearch on multitasking activities in the transportation literature to gather evidence of the learning activities that commuters may pursue.This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c)commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these findings from the transportation literature with psychological theories to propose a framework specifying the predictors of CBL (individual and organizational), its benefits (expertise, need satisfaction and well-being) and drawbacks (depletion, reduced safety), and the critical role of commute mode as a moderator of these relationships. Our definition and framework of CBL inform practical implications for improving the benefits of learning during the commute, while mitigating its potential drawbacks. We also present suggested directions for future multidisciplinary research. We hope this review provides insight into the state of the literature on commute-based learning and a clear research agenda for advancement in this broadly important, yet underdeveloped area.

Online I-O graduate education: Where are we and where should we go?

As online graduate programs in psychology continue to proliferate, it is important to understand the research addressing the effectiveness of online graduate education so as to advise stakeholders in these programs: applicants, students, faculty, and institutions. In this article, we examine the effectiveness of online education in psychology at two levels of analysis. First, we examine empirical evidence at the course level: Do online, hybrid, and face-to-face instruction lead to different effects at the level of course outcomes? Second, we examine empirical evidence at the program level: Do online and face-to-face graduate programs provide different academic experiences for their respective students, and how does program type influence the employability of graduates? We supplement these discussions with results from a survey of faculty who converted graduate courses to online delivery methods during the COVID-19 pandemic in spring of 2020. Finally, we provide practical considerations for administrators, educators, students, and applicant stakeholders of online programs. We also offer suggestions for optimizing learning and development in online environments. Our intent is to stimulate discussion on building effective learning environments and continuing to educate optimally effective industrial-organizational psychologists, regardless of delivery modality.

Unterstützung digitaler Bildungsprozesse durch interaktive gamifizierte Lernvideos – Wie innovative Lernvideos Motivation und Lernerfolg steigern können

Digitales Lernen ist ein zentraler Bestandteil der heutigen Bildungslandschaft geworden. Insbesondere Lernvideos haben in den letzten Jahren deutlich an Popularität gewonnen und Plattformen wie YouTube sind heute ein fester Bestandteil von Lernprozessen. Bildungseinrichtungen haben diese Entwicklung erkannt und Lernvideos in ihre Lernsysteme integriert. Allerdings sind die heutigen Lernvideos oft nicht sehr ansprechend, weil es an Gestaltungswissen mangelt, wie Interaktionen und gamifizierte Elemente die Motivation und den Lernerfolg steigern können. Dieser Mangel an Gestaltungswissen führt zu minderwertigen Lernvideos, die den Lernprozess der Lernenden meist nicht in dem Maße unterstützen, wie sie es könnten. Um effektive Lernvideos zu entwickeln, welche die Lernenden adäquat unterstützen, ist handfestes und praktisches Gestaltungswissen für die Lehrenden notwendig. Vor diesem Hintergrund entwickeln wir Entwurfsmuster für interaktive gamifizierte Lernvideos, um Praktiker*innen bei der Erstellung effektiver Lernvideos anzuleiten, die die Motivation und das Engagement von Lernenden zu fördern, welche sie aktiv in ihrem Lernprozess unterstützen zu können. Wir setzen damit zusätzlich die Grundlage für zukünftige Forschung zur Gestaltung effektiver Lernvideos. Dabei folgen wir einem gestaltungsorientierten Forschungsansatz, um die Entwicklung unserer Entwurfsmuster zu systematisieren.