Auto E(thnographic) Remedies for Retention
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 27, 2014 in New Orleans, LA, USA ISBN 978-1-939797-12-4
Abstract
The purpose of the study was to conduct qualitative research on a graduate curriculum design course in order to discern whether the course designers provided content that was sufficiently challenging intellectually and paced so that the content did not overly increase students’ stress or produce cognitive overload. Two researchers utilized the methodologies of autoethnography and action research to gather data from students in a graduate course on designing education to see whether students’ participation indicated authentic understanding of the subject or whether they experienced cognitive overload while in the ten week course. One researcher was embedded in the course as instructor/designer and one researcher was an objective observer who could assess events that took place in the course and make recommendations.
Citation
Gannon Cook, EdD, R. & Sutton, PhD, R. (2014). Auto E(thnographic) Remedies for Retention. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 616-628). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/148899.
© 2014 AACE