Moving Beyond “Bookish Knowledge”

Abstract

This article investigates the effectiveness of a film-based assignment given to adult learners in a graduate-level group counseling class. Semistructured interviews were conducted with four students; data analysis suggested film-based assignments may promote deep approaches to learning (DALs). Participants indicated the assignment helped them draw connections between the film and the course material as well as helped make course concepts more concrete and applicable to their professional settings. The article also presents instructional design strategies for incorporating film-based assignments in adult learning settings.

Immersive deep learning activities online

“…They also utilize interactive multimedia tools such as video lectures/presentations, infographics (a concise, visual representation of a key concept or set of information), diagrams, animations (instructional videos using animated graphic visuals), and slideshows (presentations consisting of a series of instructional slides). Other tools that have remained popular include podcasts (audio recordings of instructional content), simulations (multimedia interactive replications of real-world scenarios), and screencasts (video recording of one's computer screen with recorded audio), as well as social learning platforms such as discussion forums and collaborative image/video galleries, and synchronous videoconferencing tools (Cueva, 2010;Munro, 2019;Olson et al, 2016;Pegrum et al, 2015). All these tools invite students to learn in more engaging, active, and social ways so learners create meaning, draw parallels, or make authentic connections from prior and current knowledge.…”

“…387, 391). Elsewhere, Olson et al (2016) investigated the effectiveness of film-based activities on graduate level adult learners in a group counseling psychology course. Findings from a qualitative study conducted with students after the course, indicated that film-based assignments required students to interact repeatedly and thoughtfully with concepts and to develop a better understanding of those concepts with the assurance they will be able to retain and recall the information at a later date.…”

“…Findings from a qualitative study conducted with students after the course, indicated that film-based assignments required students to interact repeatedly and thoughtfully with concepts and to develop a better understanding of those concepts with the assurance they will be able to retain and recall the information at a later date. Of the study, Olson et al (2016) also noted this approach provides sustainability for deep learning: "The proliferation of streaming video is providing access to an ever-growing collection of videos to support the work of adult educators and to promote deep learning approaches among adult learners" (p. 65).…”

“…Of the study, Olson et al. (2016) also noted this approach provides sustainability for deep learning: “The proliferation of streaming video is providing access to an ever‐growing collection of videos to support the work of adult educators and to promote deep learning approaches among adult learners” (p. 65).…”

“…Research indicates deep learning among online adult learners may produce positive gains. Further, a steadily increasing number of studies examining the use of online tools in support of deep learning reveal mainly positive learning outcomes (Anderson, 2013; Henderson, 2016; Hibbert, 2016; Olson et al., 2016). From these studies the following benefits of deep learning in online courses were observed: increased motivation, information recall and retention, increased and meaningful student engagement, and the creation of real‐world connections.…”