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ERIC Number: EJ1092702
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1935-7869
The Effect of Content Delivery Media on Student Engagement and Learning Outcomes
Hunt, Kari A.; Trent, Margaret N.; Jackson, Justina R.; Marquis, Jenee M.; Barrett-Williams, Shannon; Gurvitch, Rachel; Metzler, Michael W.
Journal of Effective Teaching, v16 n1 p5-18 2016
To gather more objective information about effective teaching and levels of student engagement, research in higher education has shifted to increased observations within the college classrooms and is focused more on the collection of systematic data. Despite the attempt by instructors to implement various pedagogies and use different instructional approaches in the classroom setting, research into teaching and learning suggests that it may depend less on what the instructor is doing and more on the relationship between teaching and student learning, and to what degree students are engaged. A number of studies have been designed to compare and contrast various methods for delivering content, with most of the research leading to mixed results. In this particular study, results indicated the media in which an instructor delivers content does not necessarily translate to greater student learning outcomes. The purpose of this study was to systematically analyze the effect of content delivery media on student engagement, learning outcomes, and instructor behavior in two sections of the same lecture-based college Biomechanics course. Educating and encouraging instructors to implement more interactive and active teaching methods will assist them in fostering student engagement.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A