LEARNING IN SHORT BURSTS: A CONTENT ANALYSIS OF PROFESSIONAL DEVELOPMENT MICROLEARNING VIDEOS

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dc.contributor.advisor Menchaca, Michael
dc.contributor.author Fujii, Karen
dc.contributor.department Learning Design and Technology
dc.date.accessioned 2023-09-28T20:15:12Z
dc.date.available 2023-09-28T20:15:12Z
dc.date.issued 2023
dc.description.degree D.Ed.
dc.identifier.uri https://hdl.handle.net/10125/106137
dc.subject Educational technology
dc.subject content analysis
dc.subject instructional design quality framework
dc.subject microlearning videos
dc.subject professional development
dc.title LEARNING IN SHORT BURSTS: A CONTENT ANALYSIS OF PROFESSIONAL DEVELOPMENT MICROLEARNING VIDEOS
dc.type Thesis
dcterms.abstract YouTube viewers watch over a billion hours of videos monthly and have multiple choices on professional development resources. User-generated content (UGC) on YouTube is created by individuals instead of brands and uses different typologies of video production styles. This study examined 80 YouTube microlearning videos that provided insight into how consumers viewed the UGC using the thumbs up/down ratings and comments. This quantitative content analysis study aimed to examine the consumers’ ratings and comments using Morain & Swarts (2012) instructional design quality framework and the ARCS Model (Keller, 1987) to determine any relationships among these variables. This study found that higher scores in the IDQ framework and the ARCS Model showed a relationship with the thumbs up/down icon and consumers’ comments. The highest production and consumption ratings were in Relevance and Satisfaction in the ARCS Model and the affective design in the IDQ framework. Consumers indicated that the talking head video typology allowed them to see the presenter in the UGC to display their confidence, self-efficacy, and engage with the audience as a subject matter expert. Additionally, combining a talking head with a demonstration or text overlay resonated well. Data were collected using a codebook related to Morain & Swarts instructional design quality framework. The findings provided insights for technical communication instructors or anyone interested in creating relevant video content to meet the consumers’ expectations for a microlearning video of four minutes or less.
dcterms.extent 179 pages
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:11908
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Ph.D. - Learning Design and Technology