Using Multimedia in Lab-Based Online Classes Free

There has been a rapid growth rate of online education classes offered at college institutions in the United States (Liu, Magjuka, Bonk, & Lee, 2007). During the fall 2009 term, online enrollment in the United States experienced a 21.1% growth rate compared with just a 1.2% rate of growth for the overall growth rate of higher education (Allen & Seaman, 2010). For fall 2009, 66% of the academic leaders and faculty surveyed indicated that online education was critical to the success of the institution (Allen & Seaman, 2010). At public institutions, 74% of the academic leaders and faculty agreed that online education was critical to their institution’s long-term success. At private institutions, 51% of administration and faculty agreed that online education was impO-MUortant to their success (Allen & Seaman, 2009).

Many private and public institutions are enrollment driven (Funk, 2007). Thus, in order to increase revenue, educational administrators seek ways to increase enrollment. One area where administrators look to increase enrollment is through the online environment (Allen & Seaman, 2010). Advances in telecommunication technology have allowed students to use a computer and the Internet to take courses online from anywhere in the world (Pelton, 2004; Simonson, Smaldino, Albright, & Zvacek, 2009). Also, students want online course offerings because they can save money and time, particularly during poor economic times (Funk, 2007; Palloff & Pratt, 2003). Thus, administrators have an incentive to encourage faculty to provide more online offerings.

The U.S. Congress overturned the 50% rule that was part of the Higher Education Reconciliation Act, or HERA (Lederman, 2005). Prior to the repeal, students could not qualify for Title IV financial assistance if they attended universities that offered more than one half of their courses in an online format (Croix, n.d.; Lederman, 2005). With the repeal of HERA, universities can now offer more than half of their courses in an online format to students who receive federal financial aid. As an example, degree-granting institutions, such as Nova Southeastern University, Strayer University, and the University of Phoenix offer associate and bachelor’s degrees, completely online.

However, the literature shows a growing concern among faculty that not all academic and technical programs are suitable to being offered completely online (Ainsley & Brown, 2009; Picciano, 2006; Strickland & Butler, 2005). How can lab-based courses be taught effectively in a fully online format? Online learning may not be suitable for all types of instruction, such as those requiring hands-on lab activities (Picciano, 2006; Strickland & Butler, 2005). Lab-based courses relying on physical skills, like automotive mechanics, information technology (IT), or welding, may not be appropriate for a 100% online format (Picciano, 2006; Strickland & Butler, 2005). The concern is over skill transferability, or applying the learned knowledge (Adams, 2008). Can a student who is taking a class taught 100% online gain the necessary knowledge to apply a lab-based skill?

Adams (2008), Adams and Defleur (2006), and Jackson and Helms (2008) conducted research of hiring managers about the acceptability of hiring graduates with degrees obtained in a 100% online format. It was found that most employers were reluctant to hire graduates of fully online programs (Adams, 2008; Adams and Defleur, 2006; Jackson and Helms, 2008). As an example, Adams and Defleur (2006) conducted a study of 269 hiring managers from 10 hiring sectors and discovered that only 4% of the hiring managers would hire graduates of fully online programs; however, 98% of the managers indicated they would hire graduates from a traditional degree program. The hiring managers expressed concern about the lack of hands-on knowledge offered by online programs (Adams & Defleur, 2006). Hiring managers from technology-related fields, such as IT, state that hands-on lab experience was critical to proper training (Adams & Defleur, 2006).

Instructors teaching a fully online class may not be able to show students how to perform a lab in the physical classroom. Educators should look at how a particular teaching tool impact achievement and increase the ability to transfer knowledge from in the classroom to the job (Clark, 2001). Therefore, an instructor must rely on other means to demonstrate hands-on material. Adams (2008) suggested using multimedia technologies in online classes as a way of providing students with those necessary skills needed by employers.

The literature supports the use of multimedia and using recorded lectures to enhance the online experience (Ainsley & Brown, 2009; Ko & Rossen, 2004; Mayer, 2008a). Teaching course material that involves hands-on skills can be a problem in the online environment (Ainsley & Brown, 2009; Ko & Rossen, 2004; Taylor, 2002). However, the use of audiovisual technology can increase learning by allowing students to replay recorded lectures and lessons (Ainsley & Brown, 2009; Ko & Rossen, 2004; Taylor, 2002).

Motion can increase learning if it is a critical aspect of the concept being presented Anglin, Vaez, and Cunningham (2004). That motion can increase learning of a complex procedural task Anglin et al. (2004). The nature of any lab-based activity involves motion.

Lee and Tseng (2008) did find a difference in student achievement when using multimedia in a college class. The question was whether or not a multimedia module produced a significant difference in achievement for a sculpture unit in an art class. In their study, Lee and Tseng created three-dimensional multimedia content for the experimental group (n = 36) and traditional lectures to the control group (n = 40). The posttest mean was 80% for the experimental group and 56% for the control group. An analysis of variance indicated that the use of a three-dimensional multimedia module produced a significant effect on achievement (Lee & Tseng, 2008).

Junaidu (2008) conducted a 5-year, experimental research study of 700 undergraduate computer science and engineering students in a data-structure programming course offered 100% online. Students were provided lectures covering how to program data-structure algorithms. Students in the experimental group were provided multimedia animations (text, graphics, voice narration) and a self-check exercise. The multimedia animations were created using Macromedia products. Students in the control group were provided no animations but text-based lectures only. Junaidu (2008) found the use of multimedia animations in the experimental group to be significant, p < .05, t = –13.828. A t value of less than .05 indicates significance (Gall, Gall, & Borg, 2006). Junaidu (2008) concluded that students in the experimental group outperformed the students in the control group.

Wang (2006) conducted a study of 27 graduate-level, instructional-technology students in a multimedia-authoring course. In the study, students were enrolled in either a 100% online course or a traditional course. Students in the traditional course were taught using demonstrated hands-on activities in person. Students in the online course were provided lectures, with interactive quizzes that were created using Macromedia Captivate software, a screen-capturing software tool. Screen-capturing software combines both audio and visual format to create lectures and is in effect a “motion picture” of your steps on your screen. With the lectures, Wang (2006) used audio, visual, and student interaction to demonstrate the hands-on skills necessary to create multimedia presentations. Wang (2006) found that both groups believed the demonstrations of the material and concluded that the use of interactive multimedia demonstrations had a positive effect on learning hands-on skills in the online environment.

Ellis (2004) conducted a research study of the effectiveness of multimedia animations in noncredit classes of a private, 2year college. Ellis (2004) gave the experimental group tutorial-based, visual animations on how to use Boolean logic in a search engine to find information on the Internet. The control group was given a written tutorial.

Ellis (2004) compared the results of a pretest and posttest of the two groups and found that the results were statistically significant. The tests measured skill transferability (Ellis, 2004). Ellis (2004) concluded that the use of multimedia animations facilitated a greater degree of learning when applying knowledge over text-only tutorials.

There is a controversial debate between Clark (2001) and Kozma (1994) about the effect of media in instruction. Clark (2001) takes the standpoint that the type of media does not affect learning. Kozma (1994) seeks to understand the ways media can influence learning. Clark (2001) suggested researchers explore how the capabilities of media influence learning for particular situations.

Clark (2001) advocates cognitive research approaches to how multimedia can be employed. He suggests educators investigate how multimedia instruction capabilities such as color, animation, format, and sound affect learning.

Essentially a branch of cognitive information processing, CTML was developed by Mayer, Heiser, and Lonn (2001) specifically for multimedia instruction. The CTML model is shown in Figure 1. With multimedia, two or more media, such as animation, audio, pictures, and text are used to convey information (Dykman & Davis, 2008; Ko & Rossen, 2004; Simonson et al., 2009). Mayer (2008a) stated that multimedia learning is the act of building mental representations, from text and pictures, and presenting it to support the learning process (Mayer, 2008a).

In the CTML model in Figure 1, each box represents a type of memory and an arrow shows the cognitive processing flow (Mayer, 2008a). As we move from left to right in the figure, the multimedia message begins as words and pictures. Then, in sensory memory, words are processed via the ears and are briefly represented in auditory sensory memory (Mayer, 2008b). Pictures and text are processed via the eyes and are briefly represented in visual sensory memory (Mayer, 2008a).

As information enters short-term memory, the learner processes sound in the verbal channel and images in the visual channel (Mayer, 2008a). As the information moves through working memory, the learner organizes sounds into a verbal model and images are organized into a pictorial model (Mayer, 2008a).

Finally, the learner integrates prior knowledge and assimilates it with the verbal and pictorial models (Mayer, 2008a). The acquired knowledge is then transferred to short-term memory with the result being stored in long-term memory as newly acquired knowledge. Learners will chunk related information into categories in order to retain it in long-term memory (Driscoll, 2005). Studies have found that images can be effective as a way enhancing the integration process for learners (Driscoll, 2005).

CTML is comprised of many other principles (Mayer, 2008b; Mayer & Moreno, 1999; Reed, 2006). These principles can be used by educators to effectively utilize multimedia in learning environments, both online and traditional (Mayer, 2008b). The primary principle of CTML is the multimedia principle. The multimedia principle states that students learn a topic on a deeper cognitive level when text and pictures are used rather than from when only text is used (Mayer, 2008b). The worked-example principle states that students will learn more when shown a similar demonstrated example of a worked-out problem (Mayer, 2008b).

An important goal with CTML is determining if learning actually occurred. Two of the most common methods for assessing learning are: (a) retention and (b) transfer tests (Mayer, 2008a). A retention test assesses knowledge that a learner has memorized (Mayer, 2008a). An example of a retention test would be an objectivebased test with multiple-choice or true–false questions. A transfer test is an assessment that focuses on testing the knowledge a learner has gained (Mayer, 2008a). An example would be a subjective-based test where the student uses the material in a new way, such as a case study or in a lab-based project. Skill transfer can be assessed by testing the student’s ability to solve new problems after being presented with information (Mayer, 2008b). With CTML, the focus is on skill transfer assessments because researchers want to determine how material presented visually and verbally translates into understanding (Mayer, 2008b).

Georgia Piedmont Technical College offers technical diplomas and associate degrees. It has been offering online courses since 2000 (T. McCamish, personal communication, August 10, 2011). Traditionally, the college teaches in a quarter format. However, in fall 2011, the college transitioned to the semester format. In order to make the transition, the college offered a 5week miniterm that is half of the normal 10 weeks offered.

There was a real concern over whether or not students would be able to pass the shortened classes. Additionally, most of the courses offered at the college have a lab-based component. Courses were offered in an online, hybrid, and traditional format. How could students not only learn but apply those skills (transferability) in a compressed form? At least one IT instructor had developed demonstration lectures using multimedia screen-capturing software that showed worked-examples. Additionally, there were interactive self-check quizzes embedded within the lectures. Students would watch the lectures for a worked-example and then apply that knowledge on an actual assessment. Students could watch the lectures repeatedly at any time and at any place. Students indicated that the lecture helped them succeed in the lab-based online courses. Even though the initial concern had been over a large possible failure rate, it was found that the pass rate was the same as in the 10week term for some IT courses. Therefore, it was concluded that using multimedia lectures showing worked-examples enhanced the learning experience and increased skill.

The use of multimedia, such as screen-capturing software, can be used to create worked-example demonstrations for learners taking online lab-based classes. Instructors and designers can use multimedia screen-capturing software to produce a lectures that using visual and verbal cues to increase in the transfer of knowledge for learners. Then, the students can transfer that newly acquired skill to the job.