Abstract
Self-directed skills are crucial for video-based learning as learners often need to manage their pace, set goals, and engage with content independently. While much research focuses on the effectiveness of design and design principles in facilitating self-directed learning (SDL) in multimedia environments, boundary conditions arise due to the highly individualized and unique nature of each learning trajectory. This paper reports the findings of a case study involving five university students who speak English as an additional language (EAL). It explores the difficulties they faced while learning mathematics with instructional videos and the approaches they used to address these challenges in the context of Content and Language Integrated Learning (CLIL). Findings from video-stimulated recall (VSR) and semi-structured interviews reveal that language issues influenced and drove many decisions in their self-directed learning paths. Notably, the challenges of grasping academic language and terminology led participants to spend considerable time and effort on navigating video designs to aid language comprehension and on seeking extra resources to better understand the lectures. However, the lack of timely feedback and expert guidance posed further challenges for these EAL learners in identifying their knowledge gaps, thereby complicating the search for resources appropriate to their language and academic levels.
Original language | English |
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Title of host publication | ASCILITE 2024 Conference Proceedings |
Subtitle of host publication | Navigating the Terrain: Emerging Frontiers in Learning Spaces, Pedagogies, and Technologies |
Editors | T. Cochrane, V. Narayan, E. Bone, C. Deneen, M. Saligari, K. Tregloan, R. Vanderburg |
Place of Publication | Australia |
Publisher | Australasian Society for Computers in Learning in Tertiary Education |
Pages | 147-155 |
Number of pages | 9 |
DOIs | |
Publication status | Published - 2024 |
Keywords
- video-based learning
- CLIL
- EAL
- qualitative
- multimedia learning
- sociocultural theory
- mathematics education