Analysis of e-content of Khuzestan Province teachers during the COVID-19 period based on Mayer's principles

The current study investigates the e-content prepared by teachers during the COVID-19 period in terms of observing the principles of e-content design. Meyer's theory with 12 principles has been used for design principles. To this end, a checklist with 12 components with face validity and reliability of 0.78 from Cronbach's alpha test, and 275 educational videos produced by teachers in Khuzestan province based on available sampling method and based on 12 components of Mayer theory were reviewed by three educational technologist. The results revealed that the contents prepared in only three components ‘spatial contiguity', ‘segmentation' and ‘multimedia' at the level of 1% were significantly above average and the rest of the components were all significantly below average that include 8 components. The ‘pre-training' component was not significantly different from the mean. Generally, the results indicated that the e-content design principles were not significantly observed in the prepared e-content at the level of 1%. © 2023 Inderscience Enterprises Ltd.. All rights reserved.

Analysis of e-content of Khuzestan Province teachers during the COVID-19 period based on Mayer's principles

The current study investigates the e-content prepared by teachers during the COVID-19 period in terms of observing the principles of e-content design. Meyer's theory with 12 principles has been used for design principles. To this end, a checklist with 12 components with face validity and reliability of 0.78 from Cronbach's alpha test, and 275 educational videos produced by teachers in Khuzestan province based on available sampling method and based on 12 components of Mayer theory were reviewed by three educational technologist. The results revealed that the contents prepared in only three components 'spatial contiguity', 'segmentation' and 'multimedia' at the level of 1% were significantly above average and the rest of the components were all significantly below average that include 8 components. The 'pre-training' component was not significantly different from the mean. Generally, the results indicated that the e-content design principles were not significantly observed in the prepared e-content at the level of 1%.

Online Learning of Embedded Technology Course in the Post-Epidemic Era: A Case Study of Chinese Institute

The Covid-19 pandemic has altered the way people view online learning, which has experienced explosive growth since the pandemic and quickly cultivated the habit of online learning among the students. Online learning is not limited by time or space, and students can learn the courses repeatedly. Despite these advantages, it still has serious limitations in face of hardware-related courses like embedded technology, because it is not likely to provide opportunities for close-up observation of the real objects or any hands-on experience. Therefore, the learning effect will be greatly compromised. This paper proposed a solution for online learning of embedded technology course. It introduced the objective and content design of the course, the integration of ideological and political elements into the course, the teaching platforms that have been used as well as the concrete implementation process of online learning of the course, and it also statistically examined the effect of online learning. © 2022 ACM.

How university instructors apply the design principles for electronic courses: a comparative study based on Richard Mayer's model on multimedia learning

Purpose Due to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical models like the cognitive theory of multimedia learning (CTML) developed by Richard Mayer on real occasions. To confirm the effectiveness of the seven principles of the model driven from this theory in different educational settings, especially amid the COVID-19 pandemic, the present study was conducted in the contexts of two universities in Iran for comparison purposes. Design/methodology/approach The present research is a descriptive one for which a survey method was considered to collect data. A measurement instrument was developed based on the seven principles mentioned in the last edition of the book written by Clark and Mayer (2016) as well as an extensive review of the related literature. The data gathered from 524 online questionnaires returned by students of a public university Shahid Beheshti University (SBU) and a private one Ruzbahan University (RU) were then analyzed through partial least squares using SmartPLS 3.0. Findings The results of confirmatory factor analysis showed that convergent and discriminant validities, as well as model fit indices, had the reliability of the theoretical model at the 99% confidence level. Based on the path coefficients found for testing hypotheses, modality and coherence principles were the first and last priorities, respectively. Moreover, the comparative study showed that t-statistics values for multimedia, contiguity, modality, redundancy and personalization but not for coherence, and segmenting and pretraining principles are significantly different between the two universities. Originality/value This study can be considered a pioneering research in Iran so as to increase the quality of multimedia design, instruction and learning at university levels in future research while emphasizing the importance of Mayer's principles in the design of electronic content.