Teaching the Same Course via Distance and Traditional Education: A Case Study. Liu, Yuliang; Thompson, David.
This case study was designed to investigate the effect on an instructor’s simultaneously teaching the same course in both a distance and a traditional educational format. The study involved one male instructor-participant at a mid- sized regional university who, in one term, taught the same course in both distance and traditional format. Data were collected by observation and interviews, with the instructor allowing access to both classrooms for a 16-week term. The study found that while the instructor prepared similar materials for both distance and traditional classes, preparation for the distance education format was more timeconsuming because of the need to fax materials to remote sites and to put supplemental material on the Internet. While a similar inquiry-based instructional method was used in both distance and traditional formats, in the distance format the instructor was a “talking head,” with little participation and discussion from students. Other difficulties arising in the distance education format included the following: there was a need for more educational technology (e.g., faxes, Internet); in-class time-management was more complex; monitoring students at multiple local and remote sites was more complicated; and e-mail communication became so time-consuming that only distance education students were permitted to submit assignments via e-mail. (Contains 34 references.) 1999. 26 pp. ED 434 602.
The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis. Cavanaugh, Catherine S.
This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi- experimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance, and expand education options, because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. A list of the studies is appended. (Contains 59 references.) 1999. 25 pp. ED 430 547.
Course Selection Determinants: A Comparison of “Distance Learning” and “Traditional” Wellness and Physical Education Programming. Garman, J.F.; Crider, D.A.; Teske, C.J.
This study compared reasons college students gave for choosing either “distance learning” or “traditional” courses in wellness and physical education. Students at Kutztown University of Pennsylvania, who were enrolled in either traditional (n = 195) or distance learning (n = 100) wellness and physical education curricula, anonymously completed a questionnaire designed to assess demographic variables and rank criteria considered in course selection. These criteria included two variables that addressed chronology; one variable that focused on curriculum concerns; three variables focusing on performance issues; six variables for instructional issues; and one variable that allowed identification of other considerations. Participants in traditional courses identified curriculum relatedness (class content) as the most important criterion, while subscribers to the distance learning format were primarily concerned with chronology (scheduling convenience). Among the younger traditional students, anecdotal responses suggested course selection was driven by a concern with expeditiously fulfilling university or curriculum requirements. Results suggest that courses available via distance learning are more attractive to older, nontraditional students. 1999. 11 pp. ED 430 479.
Communication Apprehension in Synchronous Distance Education. Monson, Steven J.; Wolcott, Linda L.; Seiter, John S.
A study examined whether students in synchronous distance education settings experience anxiety, reluctance, and frustration (i.e., communication apprehension) when using technologies to interact and, if so, what factors (e.g., prior experience with technology) might function to attenuate such negative reactions. Measures of traitlike-and state-communication apprehension (CA) were used to assess 385 undergraduate students’ levels of apprehension in such settings. In addition, a measure to determine the existence of a context-based technology-CA was created and administered. Results indicated that some students experienced a high degree of state-CA in synchronous distance education. The level of state-CA showed a negative correlation with prior experience suggesting that students who actively used distance education technologies exhibited lower levels of state-CA. The technology-CA measure showed correlational patterns consistent with other existing communication apprehension contexts indicating that communicating via technology may be a context in which some students become consistently apprehensive. (Contains 14 references and 4 tables of data; an appendix contains the survey instrument.) 1999. 20 pp. ED 427 371.
The Evolution of Qualitative and Quantitative Research Classes when Delivered via Distance Education. Hecht, Jeffrey B.; Klass, Patricia H.
This study examined whether new streamed Internet audio and video technology could be used for primary instruction in off-campus research classes. Several off-campus student cohorts at Illinois State University enrolled in both a fall semester qualitative research methods class and a spring semester quantitative research methods class. Both classes combined asynchronous web-based materials with synchronous audio and video transmissions. Both courses used a combination of Real Media’s Real Encoder and Real Player technology (for transmitting the audio and video components of the live class from the instructor to the remote students) and real-time chat and discussion group software (for bi- direction typewritten interaction between the remote students and the instructor). Both courses demonstrated that it was possible to deliver even highly technical research-oriented courses over the Internet using streaming audio and video technologies. However, both courses also encountered several critical problems and issues, such as a sense of disconnection from the group by distance students and added time pressures for instructors. (Contains 18 references.) 1999. 21 pp. ED 430 480.
High School Student—High School Parent: Are there Differences in Perceived Strengths and Weaknesses of an Educational Interactive Video Program? Witta, E. Lea
This study was conducted to determine if there were differences in strengths and weaknesses of an educational interactive video program perceived by high school students and their parents over a four-year time span. Parent and student responses to open-ended questions concerning strengths and weaknesses of the interactive distance learning program were first categorized and contrasted by status (student or parent). There were 1,505 respondents (1,024 students and 481 parents). There were no differences in perceived strengths. There were, however, differences detected in weakness responses based on status. Loglinear models were then used to examine strength by status by site (home/remote), strength by status by semester, weakness by status by site, and weakness by status by semester. Statistical significance was detected in all models. Results are discussed. (Contains 6 tables, 6 figures, and 18 references.) 1999. 40 pp. ED 435 706.
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