Downloading large compressed video and animation files took students one to two hours, prompting growing requests for CD and DVD copies as the course progressed¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Eight students complained about the time it took to download OMS media, and requests for CDs and DVDs increased over the semester due to download times. → Michele D. Dickey 2007
Evidence¶
Michele D. Dickey 2007¶
Michele D. Dickey. (2007). Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education. ALT-J, Research in Learning Technology. https://doi.org/10.1080/09687760701482218
q2 · i? · qualitative · r2
Case study observation and email-interview data from the I-TEP course. The study reports "eight more urgent reports of issues with accessing and/or downloading the videos" and notes many students reported waiting one or two hours while material downloaded; six complaints arrived the evening before deadlines.
"There were, however, eight more urgent reports of issues with accessing and/or downloading the videos. Eight students complained about the amount of time it took to download the media."
Discussion¶
Related Claims¶
- Integrating cognitive apprenticeship methods in a Web-based course required a significant and largely unbounded instructor time investment — related
- In a Web-based teacher education course, screen-capture videos and Flash animations modeling the instructor's internal problem-solving processes were the elements students most strongly associated with cognitive apprenticeship modeling — related
- Telegram-based chatbot use declined after initial novelty, with platform friction cited as a barrier — related
- SIM requires no specialized technology beyond computers or tablets that most schools already provide — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
oms-download-time-barrier |
title |
Downloading large compressed video and animation files took students one to two hours, prompting growing requests for CD and DVD copies as the course progressed |
description |
Downloading large compressed video and animation files took students one to two hours, prompting growing requests for CD and DVD copies as the course progressed |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — michele-d-dickey-2007 |
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