Names: Candace Lacey, J. Stephen Guffey, and Lary C. Rampp
Session Type: Presentation, Q&A
Track 1: Alternative Course Delivery [traditional vs. Alternative delivery]
Abstract: This study compared achievement effects of interactive television and traditional classroom instruction on college students in a graduate administration course in the Fall 1998, Arkansas State University. The study posed three questions: Do ITV students perform on course assignments as well as traditional students? Do ITV students at the remote site perform as well as those at the host site?, and Are student participation levels in a technology classroom using compressed video different than in a face-to-face instruction?
Description: This study specifically investigated the difference between students in an ITV environment and students in a traditional setting enrolled in the same school administration course. A quasi-experimental research design was used for this study. The entire study took place in a natural classroom setting. Students were not isolated as in a laboratory experiment. Two sections of this graduate school administration course taught by the same professor were examined with one of the two sections in the traditional face-to-face manner [host site] and one section receiving the same instruction at a distal site. The ITV students completed a questionnaire to determine the level of technology anxiety in terms of impeding learning. All participants a pre- and posttest (course final) developed by the researchers to determine learning achievement in school administration. Communication levels were measured by screening videotapes of several classes using a randomly predetermined taping schedule. The interaction of the ITV students was measured using the Taxonomy of Affective Behavior in the Classroom (TAB-C). An additional interest involved the student participation levels in the technology classroom compared to the participation levels of student in the traditional class instruction. Specifically, participation levels between male, female, frequency, participation type [clarification, interrogative, re-statement, to name a few].
A preliminary case can be made that ITV is a valid instructional method for knowledge-content instruction. Overall both the students in the ITV class learned the content as well as students in the traditional setting. Both were equivalent in attitudes, motivation, and on-task/off-task behavior as regards the class. Both groups were not effected by the presence of the technology in the classroom, the interactive nature of the technology allowed for a type of face-to-face student contact which facilitated discussions and interaction. As regards the technology classroom participation the face-to-face instruction is expected to be significantly higher than the distal sites. The lower participation levels are expected to directly relate to gender and the influence of the technology characteristics of the ICTV distal site.
Length: 50 minutes
Audience: deans/provosts, faculty, network operators
Audience level: all
On-Site Equipment Requirements: None [we provide our own laptop and PowerPoint]
Contact Information: Lacey, Candace, Associate Professor, EDSE Arkansas State University, P.O. 1278, State University, AR 72467 clacey@pawnee.astate.edu
J. Stephen Guffey, Assistant Professor, CNHP, Arkansas State University, P.O. Box 910, State University, AR 72467 870-972-3591; jguffey@crow.astate.edu
Lary C. Rampp, EDSE, Arkansas State University, P.O. Box 1278, State University, AR 72467 870-972-3062
1. Do you think this proposal is acceptable?
Definitely Maybe Definitely Not
Comments on Proposal Acceptability:
2. Do you think the topic is relevant to the theme of the conference?
Yes No Comments on Topic:
3. Do you think the track is appropriate?
Yes No Comments on Track:
4. Do you think the length is appropriate?
Yes No Comments on Length:
5. Do you think the audience and audience level are appropriate?
Yes No Comments on Audience/Audience Level: