The Impact of Rich Media Presentations on a Distributed Learning Environment: Engagement and Satisfaction of Undergraduate Students

Distributed learning is a term used to describe the use of the emerging electronic learning environments to deliver synchronous and asynchronous instruction. Distributed learning environments integrate the interactive capabilities of networking, computing, and multimedia with learner-centered teaching approaches such as collaboration, discovery learning, and active learning (Oblinger, Barone, & Hawkins, 2001). These tools have primarily been used for the delivery of entire courses to remote learners (distance education), but they are being used increasingly as supplements to classroom-based education as well. These learning environments can include technologies, delivered in part through electronic media, such as videoconferencing, videotape, interactive television, electronic mail, and web-based instruction for the distant learner, the commuting learner, as well as the traditional on-campus learner (Havice & Havice, 2005).

Technological innovations such as Blackboard, online chats, videoconferencing, and rich media presentations have revolutionized the delivery of course content as well as our thinking with respect to learning. Cobb (1997) redefined learning as “a highly interactive set of events shared between a learner and various human/nonhuman agents, tools, and media” to be more representative of the digital age in which we live today (p. 24).

The digital revolution has ushered in a generation, often referred to as the NetGeneration, Millennials, or Echo Boomers, influenced and shaped by the integration of technology into everyday life (Junco & Mastrodicasa, 2007). The technological savvy of this generation, their unique learning styles and need for instant gratification this technology propagates, has once again forced higher education to reexamine teaching and learning strategies. Distributed learning is one result of that reexamination. The purpose of this study was to critically examine whether a distributed learning environment positively or negatively affected the satisfaction and engagement of traditional, face-to-face students enrolled in a research project course.

Some students enrolled in online courses have been found to report less satisfaction, lower perceived sense of belonging and less perceived participation than students enrolled in the same course in a face-to-face classroom (Salisbury, Pearson, Miller, & Marett, 2002; Summers, Waigandt, & Whittaker, 2005). Ocker and Yaverbaum (1999) found students using a computer to complete a group assignment were less satisfied with the group interaction than their classmates who met face-to-face. Students perceived online courses as more academically demanding compared to the face-to-face classroom (Wyatt, 2005) and as having a greater workload than blended instruction (a mix of online and face-to-face classes) (Lim, Morris, & Kupritz, 2006).

In contrast to the aforementioned findings, D'Angelo and Woosley (2007) found that students believed their chances of being successful in a course increased with the utilization of modern technology. College students report being comfortable using new classroom formats based on their personal experience with technology; online students actually felt they were learning better than face-to-face classroom environments (Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005).

Online courses allow students to learn from a variety of media. Rich media, also called interactive multimedia, can include a blending of text, audio, video, and dynamic motion orchestrated using a computer. Streaming rich media, digital video, imagery, and other methods increased the likelihood of student interaction and engagement (Wang & Bakaka, 2003).

A podcast is an audio or video media file students can access through the Internet and play back on their computers, mobile devices, or MP3 players. Copley (2007) reported that in blended courses with the option of downloading podcasts, more than 80% of students downloaded audio podcasts, while 60% downloaded course information in video format. Students who download audio reported that they preferred listening because they were able to multitask while listening to lectures and to follow along with their notes or other visual handouts like PowerPoint. Students who downloaded video podcasts asserted that visual learning gave them an overall understanding of course materials and learning modules (Copley, 2007).

The nature of online courses requires much effort from the instructor, as both designer and facilitator, to maximize student participation and engagement (Easton, 2003). Activities that allow students to take ownership of their learning experience and open lines of communication between students and faculty will lead to increased student engagement (Stein et al., 2005). Student engagement in the academic process was important to students taking online courses and was directly related to the quality of their work (Richardson, Long, & Woodley, 2003).

Perceptions of the instructor directly affected course satisfaction and engagement among students (Sahin, 2007). Summers et al. (2005) found that online students were not as satisfied with the instructor's explanations, the approachability of the instructor, the class discussion, the quality of questions and problems, and the evaluation and grading. Dziuban, Moskal, and Hartman (2005) suggested that negative teaching evaluations and decreased satisfaction rates that Millennial students expressed in blended courses were due to a misunderstanding of the professor's role in the virtual learning environment.

The purpose of the study was to critically examine how rich media presentations, as part of a distributed learning environment, affected satisfaction and engagement among students enrolled in a research course. The class met face-to-face twice a month. Between meetings, instruction was given to students in the form of rich media presentations or online lectures (i.e., podcasts) that the students could view on a computer or with MP3 devices. These presentations were accessible using Blackboard, the research site's online course management tool.

Participants were undergraduate students (N = 15) at a midsized, Southeastern, public, land grant university. Of the participants, 14 were female. Six of the survey participants were seniors, with one student identifying junior status. Majors of study for participants varied primarily among health, nursing, and education.

A basic descriptive approach was utilized to gain insight into students' learning experiences, using both qualitative and quantitative data. Students were invited to complete an anonymous online survey, The Rich Media Survey, which was designed by the researchers. Eighteen questions focused on student engagement in the course, six questions focused on computer technology experience and familiarity, and two questions pertained to student demographics. A 5-point Likert scale was used to receive responses related to satisfaction from participants. Seven of 15 (n = 7) participants chose to complete the survey.

To complete the qualitative data collection portion of the study, researchers split the class into two focus groups (n = 13), with seven and six participants. Two students did not participate due to being absent from class.

Overall, students reported little to no difficulty in using the technology. The majority of respondents (n = 6) had little difficulty accessing the Web-based information for the course or downloading the presentations and were comfortable with Blackboard. Five participants (n = 5) reported being comfortable with rich media applications; two participants (n = 2) reported either being very uncomfortable or unfamiliar with the application.

All respondents to the survey (n = 7) felt the streaming rich media presentations were valuable and effective. However, when asked specifically about whether the delivery of content was as effective as traditional, face-to-face content delivery, only five participants responded positively. The majority of respondents (n = 6) would not have preferred access to just the audio portion of the streaming rich media presentation.

The participants (n = 7) believed the streaming rich media presentations kept them engaged in the subject. Even though some participants (n = 2) stated that using the streaming rich media presentations increased their workload, the use of rich media presentations and Blackboard was unanimously recommended (n = 7) for this course to continue using in the future.

Two questions for the focus groups (n=13) were chosen that had the potential to give positive and negative reactions to using rich media in a distributed learning environment:

• What challenges to learning and participation have you experienced in using the rich media presentations?

• How have the rich media presentations increased your engagement in this class?

After gathering responses from both focus groups, researchers analyzed the responses and coded the data using a method of open coding. Open coding is a data analysis technique used to process smaller pieces of data and categorize them into themes (Strauss & Corbin, 1990). Researchers found three key themes: nontraditional classroom setting, technological instruction, and student interaction and engagement.

Focus group responses to the nontraditional classroom setting were both positive and negative. Many of the participants valued the opportunity to “have a change of environment to increase learning.” These students added they “learn better in a relaxed, familiar environment” like a bedroom or a coffee shop. Some participants talked about the pressures of classroom dynamics where “in certain classes you need to ask questions or give responses better than that of your other classmates to gain the professor's attention and look smarter among your peers.” These students reported that rich media presentations allowed them to “focus more on the material” and not the hierarchical system in certain classroom settings.

Many participants reported enjoying a non-traditional classroom setting because they felt “the format saved time in their schedules.” Participants discussed being “able to view and listen to online lectures while washing clothes, cleaning their rooms, or surfing the Web for supplemental materials to fully understand the lectures.” Many participants said they enjoyed the freedom to “have class” whenever their schedule allowed. In contrast, many participants who were heavily concerned about their time during the week, with extra-curricular activities, work or studying, struggled with motivation because this format “places more responsibility on the student to find time outside of scheduled class meetings to view materials.”

Participants discussed that distributed learning placed the responsibility to stay “on task” on students, rather than their professors. Less face-to-face interaction with the professor limited the students' ability to “understand professor expectations.” Most of the participants who shared the need for face-to-face discussion did not like that they “could not simply ask the professor a specific question.”

Although students were given instructions on how to properly download the needed class materials, some students reported that while the “explanations were understood, computer issues like compatibility and downloading needed technical support that instructions did not articulate.” Several participants reported having difficulty “because of their unfamiliarity with Blackboard.”

Students noted that “the ability to stop and start the rich media lectures was a positive aspect of online courses.” If a student desired to find more information they could stop the lecture and search online. Participants could also replay information as many times as needed and take notes at their own pace.

Participants appreciated that the rich media lectures were short and concise, which easily kept their attention. They felt “there was not as much over-explanation and straying away from the topic as in traditional lectures.” When students opened each online lecture they knew the title of that lecture would be the only material discussed.

All participants (n = 13) agreed the online component of the course “created the opportunity to rely on peers and other group members more than traditional classes.” While some participants enjoyed relying primarily on other students to engage in the material, comparing “this experience to high-level academic courses similar to graduate school,” other participants disagreed.

Participants noted that the rich media format of online course and group work was a unique curricular experience. Participants felt they could use the experience “to talk more frequently with professors” and ask more engaging questions during discussions in the face-to-face classroom.

Overall, respondents were satisfied with the use of rich media in this distributed learning environment. Even though some participants believed the online aspects increased their course workload, it did not negatively affect satisfaction with the course. Results of this study further support that asynchronous, rich media presentations increase student satisfaction with online courses. Rich media online course support positively affected student course satisfaction by allowing access to rich media presentations on their own timeline. Like Lee and Chan (2007), students in our study were able to play back and pause rich media presentations at will, thus promoting greater reinforcement of course content and student engagement in the course.

The new generation of digitally savvy students offers unique opportunities to include technology into instruction for traditional undergraduate students. The use of rich media presentations does appear to positively impact student satisfaction and engagement in the distributed learning environment.

The researchers acknowledge the assistance of Rebecca Caldwell at University of North Carolina, Wilmington.