A Comparison of Traditional, Videoconference-based, and Web-based Learning Environments - PowerPoint PPT Presentation

1 / 30
About This Presentation
Title:

A Comparison of Traditional, Videoconference-based, and Web-based Learning Environments

Description:

A Comparison of Traditional, Videoconference-based, and Web-based Learning Environments A Dissertation Proposal by Ming Mu Kuo Proposal Format I. Purpose of Study II. – PowerPoint PPT presentation

Number of Views:109
Avg rating:3.0/5.0
Slides: 31
Provided by: Kak64
Category:

less

Transcript and Presenter's Notes

Title: A Comparison of Traditional, Videoconference-based, and Web-based Learning Environments


1
A Comparison of Traditional, Videoconference-based
, and Web-based Learning Environments
  • A Dissertation Proposal
  • by
  • Ming Mu Kuo

2
Proposal Format
  • I. Purpose of Study
  • II. Research Questions
  • III. Significance of the Study
  • IV. Review of Literature
  • V. Research Design

3
I. Purpose of the Study
  • Gain a comprehensive understanding of the
    perspectives of graduate students and faculty
    members in on-campus and remote sites of courses
    delivered using web-based courseware and
    videoconference-based (TTVN) deliveries.

4
II. Quantitative Research Questions
  • What are the differences in (student
    satisfaction1, peer relationships2) among
    traditional, videoconference-based, and web-based
    learning environments?

5
Qualitative Research Questions
  • What are the differences in (faculty motivation3,
    faculty load4 , faculty promotion tenure5)
    among traditional, videoconference-based, and
    web-based learning environments?

6
III. Significance of the Study
  • The study may be valuable to higher education
    institutions that are planning to provide more
    instruction via the Internet or videoconference
    to help determine whether those methods are
    effective with their students.

7
Significance of the Study (cont..)
  • Encourage more faculty members teaching at the
    distance learning environments.

8
IV. Review of Literature
  • Learning Environments
  • Traditional
  • Videoconference-based
  • Web-based

9
Review of Literature (cont..)
  • Student Satisfaction
  • Technology
  • Interaction
  • Motivation to Enroll
  • Experience
  • as predictors

10
Review of Literature (cont..)
  • Factors Related to Faculty Members
  • Motivation and Incentives
  • Faculty Load
  • Promotion and Tenure

11
Learning Environments
  • Two categories of distance education
  • Separate the learner and the instructor in space
    but not in time videoconference-based courses
  • Separated in time and space Web-based courses

12
Learning Environments (cont..)
  • Traditional major advantage
  • Face-to-face interaction, immediate feedback,
    social contact.
  • Distance isolation and loneliness (Long et al.,
    1999).

13
Learning Environments (cont..)
  • Videoconferencing
  • More channels of communication than other forms
    of distance education
  • Technological problems, camera skills

14
Learning Environments (cont..)
  • Web-base distance learning
  • Internet and World Wide Web provide new
    opportunities for teaching and learning
  • self-motivation, independent learning, time
    management

15
Student Satisfaction
  • Many previous studies showed
  • No significant effectiveness difference among
    the different distance delivery methods and
    traditional learning environment

16
Student Satisfaction (cont..)
  • Technology Information technologies can promote
    learning that is constructivist in nature, like
    any other strategy, they can result in
    ineffective learning
  • Interaction According to Kearsley (1995), one of
    the most important instructional elements of
    distance education is interaction
  • involvement, immediately feedback

17
Student Satisfaction (cont..)
  • Motivation to Enroll
  • Experience
  • What drive students to choose DL?
  • Whats their experience in DL?
  • What they expect in DL?

18
Faculty Motivation
  • Positive factors as intellectual challenge,
    personal motivation to use technology, ability to
    reach new audiences, and opportunity to develop
    new ideas
  • Negative Factors as lack of release time, lack of
    technical support, faculty workload, and lack of
    grants for materials

19
Faculty Load
  • Faculty members
  • Not only need to learn how to use new
    technologies
  • Also needs to learn how to personalize their
    instruction
  • Incorporate student involvement activities into
    their instruction.

20
Faculty Load (cont..)
  • According to Bradburn (2002), the overall
    teaching load was somewhat higher (53) for
    instructional faculty members teaching distance
    classes than for those not doing so.

21
Faculty Promotion Tenure
  • In most institutions the primary requirements for
    promotion and tenure are publication in
    traditional journals and teaching in traditional
    classrooms

22
V. Research Design
  • The methods of research will be MIXED-METHODS
    utilizing both quantitative and qualitative in
    nature and descriptive and comparative in design.

23
Population
  • The subjects for this study will be students and
    faculty members in courses offered over the TTVN
    and Web courseware by the Texas AM University
    system during the spring semester of 2005.

24
Population (cont..)
  • Quantitative
  • Graduate students
  • Web-based course Web group
  • Videoconference (in campus) Traditional group
  • Videoconference (remote site) Videoconferencing
    group
  • Qualitative
  • Faculty members
  • Teaching the web-based or videoconference-based
    courses

25
Instrumentation
  • Quantitative
  • On-line survey with 23 items that examined
    technology issues, peer interaction, and overall
    experience
  • 5 point Likert scale
  • Qualitative
  • Interviews will be conducted to identify faculty
    motivation, load, and promotion.
  • 10 questions email interview

26
Research Instrument Validity
  • Content validity of the on-line survey and
    interview questions will be checked by a panel of
    experts (N5) comprised of graduate students and
    faculty members at the Texas AM University --
    Kingsville.

27
Research Instrument Reliability
  • Cronbachs Alpha Coefficient will be used to
    check the reliability of the instrument.
  • A pilot study with graduate students not included
    in the actual study will be conducted. (N30)

28
Data Analysis- Quantitative Survey
  • A two-way contingency table analysis
  • Person Chi-Square significance level 0.05

Traditional Videoconference Web-Base
Questionnaire 1

Questionnaire 23
29
Data Analysis- Qualitative Interview
  • Qualitative Interview
  • Coding and recoding
  • Member checks
  • peer debriefing

30
A Comparison of Traditional, Videoconference-based
, and Web-based Learning Environments
  • A Dissertation Proposal
  • by
  • Ming Mu Kuo
Write a Comment
User Comments (0)
About PowerShow.com