Blurred Experiences: The undefined contours of student learning in online environments

The purpose of this study was to investigate student learning experiences with online instructional videos. Drawing upon qualitative interviews and user experience talk-throughs, this paper argues that students do not necessarily experience online instructional videos (and other types of course content) as discrete elements, or differentiate them from other aspects of the course. The implications are that students have significant agency in these online environments and their meaning-making of instructional content may not align with designers’ intentions. In addition, the times and contexts in which students view instructional videos shifts (e.g. between home and commuting). The emerging findings have design implications related to the creation of learning environments in online spaces, such as fully integrating content within the instructional design of a course and focusing on the digital contexts in which educational content is embedded. “Wait, I’m getting confused between Powerpoint slides and videos” (Interview participant from current study). Online learning is a rapidly expanding field in education. According to a 2014 survey by the College Board and Babson Survey Research Group, over 7.1 million postsecondary students are enrolled in at least one online course in the United States (over a third of all postsecondary students). A 2015 market report by Global Industry Analysts estimates online learning to be a $107 billion industry, with projections to grow significantly over the next decade (McCue, 2014). The current research investigating online learning suggests mixed results (Jaggars, Edgecombe, & Stacey, 2013; Mentzer, Cryan, & Teclehaimanot, 2007; United States Department of Education, 2010; Wang, 2008; Xu & Jaggars, 2011), measured through assessments such as grades, standardized test scores, and student satisfaction surveys. While there are emerging best practices for online courses, much remains inconclusive. Fundamental questions about online learning are in the early stages of exploration, such as: how students learn from online courses and what impacts their motivation, what helps students retain knowledge, what is best taught online vs. face to face, how do the affordances and constraints of online tools influence learning, and so forth. There is limited research concerning how students experience online courses and how students are experiencing online instructional environments. Journal of Interactive Online Learning Hibbert