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Contents
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The purpose of this study was to ascertain if the use of streaming video in Web-based instruction is as effective as the use of primarily text and image-based Web-based instruction in a higher education environment. Specifically, this study looked at beliefs and achievement scores as measures of the effectiveness of streaming video in a Web-based learning environment. Demographic data in this study were gender, age, academic college, location of Internet access, either home or campus computer lab, and prior experience with the World Wide Web. The study asked whether or not the use of streaming video in Web-based instruction affects achievement<> scores among groups either viewing or not viewing streaming videos. Additionally, the study sought to determine if demographic characteristics lead to significantly different beliefs towards the use and perceived effectiveness of streaming video in Web-based instruction. The data were also used to determine whether implications related to beliefs, achievement<> scores, and demographic characteristics exist in using streaming video in a Web-based learning environment for students in higher education.
Research Population and Sample
College students who are exposed to a Web-based instructional environment through the use of Web-based instructional modules were the target population for this study. The sample consisted of students at the University of Montevallo, a public liberal arts southeastern United States university. Seven different courses offered in the Summer 1, 2001, academic term were used for the sample. This sample was used because of convenience. However, students enrolled in these courses were presumed to be similar to the total university population through a mix of gender, age, grade point average, university classification, academic colleges, experience with the Web and Web-based courses, and beliefs towards the use of streaming video in Web-based learning environments.
All students who were enrolled in the following Summer 1, 2001, semester courses were offered the opportunity to participate in the research project: (a) COMS 101, Foundations in Oral Communications; (b) ED 335/527, Instructional Technology I; (c) MC 100, Introduction to Mass Media; (d) MC 215, Television Production I; (e) MC 365, Electronic News Gathering and Reporting; (f) MIS 161, Introduction to Computer Systems; and (g) MIS 367, Management of Information Systems. Because the subjects participated in a Web-based learning environment, they were assumed to form a homogenous sample. Differences in demographics further allowed the formation of homogenous subgroups based on gender, age, location of Internet access, either home or on-campus, academic college, experience with the World Wide Web, and beliefs about the use of streaming video in Web-based learning environments. Subjects had the option of terminating participation at any time. No deceptive practices were used in this study and there were no known risks involved for the participants. All interactions with the subjects were consistent with University of Alabama IRB and University of Montevallo HASRC policies and were approved by the IRB and HASRC. Benefits included exposure to Web-based research techniques and experience in Web-based instruction. An additional benefit was the opportunity to learn the use of Microsoft Access 2000, the content matter for the experiment. Anonymity of participants was protected and all information gathered was confidential.
The research design included a descriptive aspect in which the characteristics of the subjects at a single point in time were examined and described, and a qualitative aspect in which four subjects were chosen at random and interviewed to delve more deeply into their beliefs about streaming video in a Web-based instructional environment. The review of the literature identified several characteristics associated with the nature of streaming video that may influence the effectiveness of streaming video in Web-based instruction. Descriptive items in this study were beliefs, achievement<> scores, and demographic characteristics as stated above.
The research design also included an experimental aspect in which the effectiveness of streaming video in Web-based instruction was explored. Instruction in the basic use of Microsoft Access 2000 was the content matter. Dependent variables in this study were beliefs about streaming video and achievement<> scores. All instructional modules and assessments were delivered through the Web. In this Web-based instructional environment, the instructor and students did not have to be in the same physical location, nor did they have to be simultaneously involved with the study material. Independent variables were demographic characteristics and the presence or absence of streaming video in a Web-based instructional environment.
Beliefs and demographics were measured through means of Web-based surveys. Demographics were measured through the use of a Web-based survey, developed by the researcher and administered to all subjects at the beginning of the pre-test. Beliefs about streaming video were measured by a Likert-type questionnaire developed by the researcher and administered to the group viewing the Web-based instruction augmented with streaming video. Independent variables for this section were the demographic characteristics of the subjects, while the dependent variable was beliefs about streaming video in Web-based instruction.
Achievement scores, the dependent variable for this portion of the study, were measured by means of a Web-based criterion-referenced test on the content matter, given to both the control and experimental groups in a pre- and post-test manner. The presence or absence of streaming video in Web-based instruction was the independent variable.
Four subjects, two from both the control and experimental groups, were chosen at random and asked to participate in a brief interview. The reason for conducting a qualitative component in this study is because there has been virtually no previous research on the topic, and there is no recognized theory relevant to the topic. As one of the first, if not the first, study about streaming video, this was an exploratory study. By collecting information about beliefs and interviewing random students, more was learned about the subject than merely a comparison of gain scores (Gall, Borg & Gall, 1996, p. 603). It was expected that the individual experiences of different subjects in the sample would lead to different beliefs and interpretation that may not be apparent in other data.
The specific methodology employed in the qualitative design was a phenomenological approach, because it seemed most appropriate for an exploratory study. The goal was to examine the general theory that streaming video augments static lessons. Phenomenology is an attempt to determine how participants derive meaning, or how the phenomena are disclosed (Gall, Borg & Gall, 1996, p. 600).
Static text and graphics exist to illustrate procedural knowledge, in this instance the development of a database and the knowledge to query and save the query. The phenomenological text differs from animation and voice (streaming video), although the content was identical. The question was, does streaming video influence thought in generating phenomenological meaning? In other words, to the extent that phenomenological discourse makes use of clear illustrations and explanation via multimedia, it may benefit the learner because it is structured differently from typical narrative prose and graphics (screen shots) used in most ordinary online tutorials.
It is important to note, in keeping with the role of a researcher using qualitative approaches, that the investigator has vast experience in using and developing video. Nonetheless, the investigator did not necessarily believe that the use of streaming video, as was employed, would necessarily enhance or augment learning. It was speculated that this might depend upon the nature of the subject matter and might be more meaningful where emotion is important, such as in the precise retelling of a story or a poem. The method was to interview students. There were four students, two from each group, and only one interview was necessary for each student. A structured set of open-ended questions was asked and subjects were free to comment as much as they wished. Due to the narrow scope of this study, it was not necessary to tape record the interviews. Notes were taken during the interview. The reason and purposes of the interview were stated.
Analysis of the interviews was based on data reduction and interpretation aimed at identifying categories and themes (Heath, 1997). Every attempt was made to make certain that conclusions are credible, generalizable, and dependable.
During the third week of June 2001, students were directed to a Web site describing the opportunity to participate in the research project. The Web site contained an explanation of Web-based instruction, streaming video, and instructions on the use of the Web-based tutorial and on computer hardware and software requirements. Students were invited to participate on a voluntary basis and were informed that this study would explore the effectiveness of streaming video in a Web-based instructional environment. Those agreeing to participate indicated their consent by submitting an online informed consent form. Since the instrument was accessed via the Web, it was available to the participants at their choice of time and computer location, either home, lab, or work. Students were randomly divided into control and experimental groups. Although this was a convenience sample, and not a true random sample, neither the researcher nor the course instructors controlled which course students enrolled in, which should have alleviated violations of random assignment for data analysis. Both groups received a brief pre-test to measure their existing Microsoft Access 2000 knowledge. Subjects were reminded that the pre-test had no bearing on their final course grade. The control group then received a Microsoft Access 2000 tutorial that consisted of text and still images. The experimental group received a Microsoft Access 2000 tutorial identical in content, with the exception of the addition of brief streaming video clips matched to the respective text and still picture content. Streaming video clips were accessed by means of a plainly labeled hyperlink at the beginning of each tutorial section. Streaming video clip content mirrored the text and image content used in the tutorial. Upon completion of the tutorial, all subjects took a brief post-test on knowledge of Microsoft Access 2000 to measure achievement gains. Subjects were again reassured that the scores would not affect their final course grade in any manner. Participants in the experimental group received an additional Web-based survey to gather information about their beliefs on the perceived effectiveness of streaming video in Web-based instruction. Two random participants from each group were interviewed to attempt to delve further into their beliefs about the effectiveness of streaming video in Web-based instruction.
Web-Based Data Collection Forms
All demographic data for subjects were obtained from a Web-based survey form, which all participants in the study completed as the first step in the study. The researcher developed this online form.
The researcher developed the Web-based survey on beliefs about streaming video in Web-based instruction. Although this instrument lacks proven validity, the researcher pursued acceptable face and content validity. Survey items were developed based on directions suggested by the review of literature and input from the Computers and Applied Technology Program faculty. These professors assisted in determining face and content validity. Beliefs suggested by Edwards and Fritz (1997), Chao (1999), and Miller et al. (1993) with regard to Web-based instruction included levels of enjoyment and interest, and perception of amount and quality of learning.
A Web-based criterion-referenced test developed by Marsh (n.d.) was used to measure achievement<> scores. After completing the pre-test subjects viewed the content, either Web-based instruction without streaming video or Web-based instruction augmented with streaming video, and then completed the online post-test. Mahendran and Young (1998) and Jung and Rha (2000) note that achievement can be related back to effectiveness.
Content for the Access 2000 tutorial came from an Access 2000 tutorial developed for use in BCT 100, Computers and Applied Technology, at the University of Alabama (Marsh, n.d.). Streaming video clips composed of audio voice-overs, computer screen close-ups, and an on-screen host were produced by the researcher and matched with the appropriate text section of the tutorial. The tutorial used text and still and moving images of actual Access 2000 screens chosen to illustrate key concepts. Although modern HTML technology allowed for sophisticated content display, static display of text and still-image content using standard HTML was used to minimize potential incompatibility with the subject’s computer. Clear display of content, ease of use and consistent navigation was the goal of the layout of the tutorial. All tutorial text and still image HTML content was stored on the University of Alabama College of Education Web server.
Streaming Video Clip Production
All video clips were shot using a Sony VX-2000 mini-DV camcorder. Production took place in the University of Montevallo Division of Mass Communication television studio. A clip-on Sony ECM-44B lavaliere microphone was used to record high quality audio. Studio lights were arranged for maximum clarity of the video host and of the computer screen used to illustrate concepts and demonstrate techniques. The video host read the script from a teleprompter to ensure conformity with the scripted tutorial. All computer screen close up shots containing movement were shot from an LCD computer screen at 800 x 600 pixel resolution using the Sony VX-2000 mini-DV camcorder. The use of an LCD computer screen minimized flicker and CRT artifacts. All clips were edited on an Apple PowerPC based DV format Final Cut Pro 1.25 nonlinear editing system. Clips consisted of brief close-up shots of the video host while the content matter of the particular clip was introduced, followed by close-up shots of the computer screen while the host narrated the clip’s content. The host was visible on each clip less than 10% of the total time of each clip. This production method was selected as the most effective and efficient use of the medium elements, including video images, audio, and television production equipment. Such use of the medium elements was necessary to convey the desired message of how to use Microsoft Access 2000 to the viewer (Zettl 2001, p. 10).
Streaming video clips were delivered over the Internet via Real Network’s RealVideo software at a resolution of 160 pixels by 120 pixels, or one-quarter of the normal resolution of a television display. RealVideo software was chosen partly because of the software’s availability, and partly because of its reputation as the leader in streaming video technology (RealNetworks Reports First Quarter Results, 2001). The video resolution of 160 pixels by 120 pixels was chosen due to this size being the minimum accepted size for video display over the Internet. All clips were stored on the University of Alabama College of Education SunLite RealVideo server. Streaming video clips were accessed by means of hyperlinks in the Web-based tutorial associated with topics and concepts. Clicking on a hyperlink caused a RealPlayer video window to appear on the subject’s computer. Text-based instructions were given at the beginning of the tutorial about acquiring the required free RealVideo software if the subject’s computer did not have it.
Two participants from each group were chosen at random for further in-depth interviews on their beliefs regarding the effectiveness of streaming video in Web-based instruction. The researcher developed questions used in the interview with input from the Computers and Applied Technology program faculty. Results of these qualitative interviews were used to further examine the relationships between demographics and beliefs.
The instruments, demographic, achievement, and belief were administered as a pilot test to volunteers who are doctoral students or program graduates in the Instructional Leadership/ Instructional Technology Program at the University of Alabama. Data from the pilot study were used to ensure all procedures operated as planned. The pilot group was chosen because it is representative of students who are or have been involved in a Web-based learning environment. At the conclusion of the pilot study, the researcher, with guidance and input from the dissertation committee, made appropriate revisions to the research design and instruments.
The results from the online belief survey, the achievement scores, and the demographic data were recorded as a mix of nominal, ordinal, interval, and ratio data. Demographic data including gender, age, academic college, location of Internet access, and prior experience with the World Wide Web were reported using frequencies and percentages. Results from the Web-based belief survey were reported using measures of central tendency and variation, frequencies, and percentages. Achievement<> scores were also reported using frequencies, measures of central tendency and variation, and percentages. Beliefs were correlated with demographics to determine if relationships among the groups exist. Mean comparison tests were performed to look for significant differences in achievement between experimental groups, and to determine if significant differences existed in beliefs among the groups. SPSS for Windows (Release 8.0) was used for data analysis.
The specific research questions to be analyzed using reports of frequencies, mean comparison tests, correlations, and interpretation of interviews, were as follows:
1. Will the use of streaming video in Web-based instruction produce significant differences in achievement<> scores among groups either viewing or not viewing streaming videos?
2. Do demographic characteristics lead to significantly different beliefs about the use and perceived effectiveness of streaming video in Web-based instruction?
3. Do demographic characteristics relate to differences in achievement?
4. Are there characteristics of streaming video in a Web-based instructional environment that lead to beliefs about the effectiveness of streaming video in a Web-based instructional environment?
This research project examined the effectiveness of streaming video in Web-based instruction. Demographic and belief data were collected using Web-based surveys. Achievement<> scores were obtained using a Web-based criterion referenced test. Interviews were used to search for characteristics of streaming video that lead to beliefs about streaming video. Data were analyzed using descriptive summaries and tests for correlations and significant differences among groups.
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