The Sequencing of Instructional Events in High vs

Background 1. Instruction should follow prescribed sequence, but ordering can be altered 2. Not

Research Questions 1. To what extent are the prescribed event sequences implemented in audio

Method 1. Selected 13 i. Tune podcast with ratings at and below 3. 5

Sequential Analysis 1. Count number of times event B follows event A, etc. 2.

Low-Rated Podcasts Bakeman, R. , & Gottman, J. M. (1997). Observing interaction: An introduction

77 Gain Attention State Objective 12 10 44 09 07 20 09 Provide Practice

13 71 Gain Attention State Goals 13 25 13 16 24 Provide Practice Stimulate

Main Findings & Implications 1. Omit “stimulate recall” 2. Omit “provide guidance” 3. Though

Directions for Future Research 1. Increase sample size 2. Compare podcasts based on learning

For more information Allan Jeong ajeong@fsu. edu bit. ly/podcastevents

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The Sequencing of Instructional Events in High vs. Low Rated Audio Podcasts Dr. Allan Jeong - Associate Professor Instructional Systems Program Florida State University

EAAO O R C G P F T E A O R C G P F T E RCGPFTEAORCGPFT Gagne’s Nine Events of Instruction Attention Objectives Recall Content Guidance Practice Feedback Transfer Elicit Performance Gagne (1985) PFTEAORCGPFTE

Background 1. Instruction should follow prescribed sequence, but ordering can be altered 2. Not all events are necessary 3. Studies examine effects of each individual event and event combinations on learning, attitudes & study time (Martin & Klein, 2008)

Research Questions 1. To what extent are the prescribed event sequences implemented in audio podcasts? 2. Which variations in event sequencing are associated with audio podcasts with high vs. low viewer ratings?

Method 1. Selected 13 i. Tune podcast with ratings at and below 3. 5 out of 5 2. Selected 13 i. Tune podcast with ratings above 3. 5. 3. Identifed instructional events & sequence

Sequential Analysis

Sequential Analysis 1. Count number of times event B follows event A, etc. 2. Translate into relative frequencies or “transitional probabilities” 3. Use z-scores to determine if probabilities are higher than expected probabilities

Low-Rated Podcasts

Low-Rated Podcasts Bakeman, R. , & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press.

Low-rated Podcasts High-rated Podcasts

77 Gain Attention State Objective 12 10 44 09 07 20 09 Provide Practice Stimulate Recall 10 17 09 21 23 25 19 50 14 60 36 33 Provide Guidance Present Content 18 43 14 18 Low rated audio podcasts

13 71 Gain Attention State Goals 13 25 13 16 24 Provide Practice Stimulate Recall 26 60 06 33 16 50 62 67 12 Provide Guidance Present Content 50 37 05 High rated audio podcasts

Main Findings & Implications 1. Omit “stimulate recall” 2. Omit “provide guidance” 3. Though rare, high-rated podcasts included more feedback & eliciting performance

Directions for Future Research 1. Increase sample size 2. Compare podcasts based on learning achievement (not user ratings) 3. Collect viewer perceptions on usefulness of each instructional event

For more information Allan Jeong ajeong@fsu. edu bit. ly/podcastevents