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CHAPTER IV

RESULTS

Introduction

            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, undergraduate/graduate status, location of Internet access used in the study, either home or campus computer lab, and prior experience level with the World Wide Web. The study explored whether or not the use of streaming videos in Web-based instruction affected achievement scores among groups either viewing or not viewing streaming videos. The study also attempted to determine if demographic characteristics led to significantly different beliefs towards the use and perceived effectiveness of streaming video in Web-based instruction. Other questions that were addressed included whether implications related to beliefs, achievement scores, and demographic characteristics exist in using streaming video in a Web-based instructional environment for students in higher education. Data were gathered through Web-based surveys and forms, and analyzed by using SPSS or Windows (Release 8.0).

Sample

            The research sample comprised 103 University of Montevallo student volunteers who were enrolled in the following Summer 1, 2001, courses: (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 Applications; and (g) MIS 367, Management of Information Systems. The instrument was attempted by 77 of the students, and completed by 51, which is 50% of the total number of students enrolled in the courses.

Demographic Data

Participants submitted demographic data describing gender, age, academic college, undergraduate/graduate status, location of Internet access used for the study, either home or campus computer lab, and prior experience level with the Web (see Table 2). The sample was 38% male (N=26) and 62% female (N=43). The 18-22-age range accounted for 71% (N=49) of the total sample. The 23-28 age range was the next largest with 10% (N=7) of the sample, and the remainder of the age ranges each provided approximately 6% of the sample. One third of the sample (N=23) were majors in the College of Arts and Sciences, while the three other colleges each provided approximately 20% of the participants. Four percent (N=3) of the participants were undecided about their academic major. Undergraduates made up 84% (N=59) of the sample.

Participants were also asked to indicate the location, either home or campus computer lab, where they accessed the study instruments (see Table 2). Fifty-eight percent (N=40) accessed the instruments from home. Additionally, participants were asked to classify their experience level with the Web into one of four categories. No definitions of the classification levels were provided to the participants. Approximately 25% (N=17) reported minimal experience with the Web, while 33% (N=23) classified themselves as novices; 38% (N=26) of the participants described themselves as having intermediate Web experience, and the remaining 4% of the sample (N=3) believed they had expert experience with the Web.

Achievement Scores

Participants were divided into two treatment groups (see Table 3). Group 1, the control group, (N=32, 46%) did not have the option of watching streaming video clips. Group 2, the experimental group, (N=38, 54%) had the option of watching streaming videos clips as part of the Microsoft Access 2000 tutorial. Each treatment group received a 10-question, 12 answer pre-test and post-test to measure possible achievement gains (Appendixes B and E). The questions on the pre-test and post-test were identical for both groups, with the order of the questions shuffled on the post-test. The pre-test mean score for all participants was 5.36% with a standard deviation of 7.1%. The mean post-test score for all participants was 39.87% with a standard deviation of 24.74%. Group 1 had a mean score of 3.9%, standard deviation of 5.98%, on the pre-test and 39.81%, standard deviation of 27.09%, on the post-test. Group 2 had a mean pre-test score of 6.58% and a mean post-test score of 39.93%, standard deviations of 7.79% and 22.39%, respectively.

Beliefs Survey

The participants in Group 2 were asked to complete a short beliefs survey as part of the instrument (Appendix D). The survey was developed to gather information from

participants about their beliefs on the perceived effectiveness of streaming video in Web-based instruction. For each belief statement, four responses were possible: strongly disagree (SD), disagree (D), agree (A), and strongly agree (SA). Out of the 38 members of Group 2, 71% (N=27) completed the beliefs survey (see Table 4).

Research Questions

Research Question One

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?

Mean comparison tests were chosen to determine if viewing or not viewing streaming video clips would produce significant differences both within and between

treatment groups on the achievement test (see Table 5). For participants not viewing streaming video clips, Group 1, a paired samples t-test was performed to compare the mean pre-test score of 4.32 (n=27, sd=6.28) to the mean post-test score of 39.81 (n=27, sd=27.09). A significant difference between pre-test and post-test means (t(26) = -6.754, p = 000) was found. For Group 2, participants viewing streaming video clips, a paired samples t-test was performed to compare the mean pre-test score of 7.64 (n=24, sd=7.74) to the mean post-test score of 39.93 (n=24, sd=22.39). A significant difference between pre-test and post-test means (t(23) = -6.244, p = 000) was found. An independent samples t-test was calculated comparing the mean pre-test scores of participants not viewing streaming videos, Group 1, to the mean pre-test scores of participants viewing streaming videos, Group 2. No significant difference (t(68) = -1.586, p = .117) was found between the pre-test mean score of Group 1 (m= 3.91, sd=5.98) and the pre-test mean score of Group 2 (m=6.58, sd=7.79). Another independent samples t-test was calculated to compare the mean post-test scores of participants in Group 1 to the mean post-test scores of participants in Group 2. No significant difference was found (t(49) = -.017, p= .987) between the mean post-test score of Group 1 (m=39.81, sd=27.08) and the mean post-test score of Group 2 (m=39.93, sd=22.39).

Research Question Two

Do demographic characteristics lead to significantly different beliefs about the use and perceived effectiveness of streaming video in Web-based instruction?

A crosstabs comparison was performed to explore the relationship between the demographic characteristics of the streaming video group, Group 2, and the individual belief statements of participants in Group 2. Belief statements are listed in Appendix D. Chi-Square tests were conducted as part of the crosstabs comparison to determine if any significant relationships existed between demographic characteristics and belief statements concerning the perceived effectiveness of streaming video in Web-based instruction. Significant Chi-Square relationships and frequencies are reported in Table 6.

Research Question Three

Do demographic characteristics relate to differences in achievement?

A one-way ANOVA was computed to compare the demographic characteristics of the participants with the scores on the pre-test and post-test (see Table 7). Three separate trials were performed. The first one-way ANOVA trial compared the demographic characteristics of Group 1, no streaming videos, with the Group 1 achievement scores. A significant difference was found for the age demographic on the pre-test score (F(4,27) = 7.368, p = .000). Posthoc tests were not performed for the age demographic because at least one group had fewer than two cases. A second significant difference was found between undergraduates and graduate students on the pre-test score (F(1,30) = 6.352, p = .017). No posthoc tests were performed because there were fewer than three groups. A final significant difference was found for Group 1 in the Web experience demographic (F(2,29) = 5.092, p = .013). Tukey’s HSD was used to determine the nature of the differences between the levels of Web experience. This analysis revealed that participants with an intermediate level of Web experience scored higher (m=8.33, sd=6.80) on the pre-test than participants with a minimal level of Web experience (m=1.52, sd=3.37). Participants with an intermediate level of Web experience also scored significantly higher than students with a novice level of Web experience (m=2.27, sd=5.39). The second one-way ANOVA trial compared the demographic characteristics of Group 2, the streaming video group, with pre-test and post-test scores for the group. No significant differences were found for any demographic. The last one-way ANOVA trial compared the demographic characteristics for the entire sample of both groups with the pre-test and post-test scores. No significant differences were found for any demographic.

Research Question Four

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?

Two participants from each treatment group were chosen at random for an in-depth interview on their beliefs regarding the effectiveness of Web-based instruction. Notes of the questions asked and the answers received were made by the researcher and transcribed below in the order of the interviews. The participants in Group 1, unable to watch streaming videos as part of the treatment, were asked questions regarding Web-based instruction. Group 2 participants, able to watch streaming videos as part of the treatment, were asked questions regarding the streaming video clips as well as questions regarding Web-based instruction and the combination of streaming video clips and Web-based instruction. Participants in the interviews were asked to provide demographic characteristics to aid in data analysis. Interview participants will be described in the following transcripts as Subject 1, Subject 2, Subject 3, and Subject 4.

Subject 1 Interview

Subject 1, a participant in Group 1, no streaming videos, is a male in the 18-22 age range enrolled in the College of Fine Arts. Subject 1 accessed the treatment materials from home, and self-reported intermediate Web skills. The first question Subject 1 was asked was if he felt that he was able to learn from the Web-based tutorial. He replied that he felt he learned some, and when asked why, he explained that some words stuck out in his head from the pre-test, and he felt he may have been looking for those words and phrases while reading the tutorial. Subject 1 was then asked if he thought anything could have been added or left out to improve the Web-based tutorial. After a moment’s reflection, Subject 1 replied that he felt he would have been able to learn more from being able to watch videos. Subject 1 described himself as a visual learner, and explained that he preferred to learn by watching rather than reading. Because he knew that videos were available for the material, he felt that he would have gotten more out of the videos than he did from just reading text alone. The participant was then asked to describe what he liked the most and also the least about the Web-based tutorial. Subject 1 responded only to the second part of the question, saying that he did not like the amount of information contained in the tutorial, that he felt he was “bombarded with information.” Finally, Subject 1 was asked if he would like to take an entire course via the Internet, based on his experience with this tutorial. He replied that he would prefer a Web-based study guide as part of a traditional course, rather than a whole course via the Internet. When asked to explain his answer, Subject 1 replied by describing himself as “old fashioned, there’s something about human contact that’s important.” Subject 1 did believe that Web-based instruction would be helpful if a student missed a class, needed to get course notes, or wanted to listen to a missed lecture.

Subject 2 Interview

The second interview participant also came from Group 1, unable to view streaming videos. Subject 2 is an 18-22 year old female who has not decided in which academic college to major. Subject 2 accessed the treatment materials from a campus computer lab and described herself as a novice Web user. When asked if she was able to learn from the Web-based tutorial, Subject 2 responded that she learned a lot, but did not understand all of it. Subject 2 explained that she was not familiar with computer terminology, which she felt hindered her learning of the treatment content. Subject 2 was next asked if she felt anything could be changed to improve the Web-based tutorial. She noted that she had a hard time connecting concepts, and suggested enhancing how concepts interrelated for the tutorial to make more sense. As she reflected on her answer, Subject 2 stated that she believed the difficulty in connecting concepts was due to her feeling as if she “was reading from a book” while viewing the tutorial. Building on the second question, Subject 2 was next asked to describe what she liked the most, and also the least, about the Web-based tutorial. She responded that she learned something she did not know, which she liked, but that she felt the tutorial was long and drawn out, which she did not like. Finally, Subject 2 was asked if she would like to take an entire course via the Internet based on her experience with this tutorial. She responded that she would take an entire course via the Internet, and explained that, because she felt inadequate with the concepts and terms used in the Web-based tutorial, she believed more experience with Web-based education would help in her overall education. She also noted that she liked the idea of instruction via the computer. When asked to elaborate on that statement, Subject 2 responded that Web-based instruction is one way to work around different schedules. She also stated that Web-based instruction could be quieter and more private if a student is uncomfortable in a group setting. Subject 2 then noted that she felt Web-based instruction “encourages agoraphobia.” She explained that she has friends who fear groups and like to take classes via the Web. Subject 2 expressed her disappointment towards her friends’ attitudes, stating that it depressed her that her friends were like that. As the interview ended, Subject 2 stated her belief that a computer would not get confused as an in-class teacher would. Subject 2 then clarified that an in-class teacher sometimes changes assignments and grading criteria or may leave out or substantially change lecture material in an unexpected way. She contrasted that with instruction using a computer, which she felt would be much more consistent. Lastly, Subject 2 stated that she believed Web-based instruction cuts down on interpersonal relationships between instructor and student, which she felt could be another positive factor for Web-based instruction if bad feelings exist between a student and instructor. This would, she felt, cut down on favoritism among students.

Subject 3 Interview

Subject 3 was a member of Group 2, the streaming video treatment group. Subject 3 is an 18-22 year old male enrolled in the College of Fine Arts. He accessed the treatment materials from home, and described himself as having expert Web experience. Subject 3 was first asked whether or not the streaming video clips were easy or hard to watch. He replied that he felt the clips were easy to watch, as long as the RealPlayer software was installed first. He stated that if someone were to have to install the software prior to viewing the clips that might lower their opinion of the clips. He next was asked if he watched all of the streaming video clips available. Subject 3 responded that he had not, that he had watched the clips only when he was not really clear on the subject matter. He noted that the clips clarified the tutorial text and that he felt he did not need to watch the clips if he understood the text. When asked if the streaming video clips were helpful in learning Microsoft Access, Subject 3 replied affirmatively, noting that the clips were easy to understand and the general flow of the clips was favorable. When the subject was asked for more detail on the previous statement concerning the flow of the clips, he responded that the flow was “plain.” Subject 3 explained that the clips contained the necessary information on the topic, but that there were no special effects used. He stated that he would have liked to see a little more interactivity using technologies such as Macromedia’s Flash. Subject 3 was next asked if the screen size of the streaming video clips affected the way he felt about the streaming video clips. He stated that the screen size did not affect the way he felt about the clips. Subject 3 noted that he was used to watching streaming video clips on small windows and did not expect full-screen videos as part of the tutorial. Subject 3 was then asked if the appearance of the streaming video clips affected the way he felt about the clips. The researcher explained to the subject that appearance referred to the use of screen shots, the pacing of the video clips, and the lighting and visual appearance of the streaming video clips. Subject 3 reported that the way the streaming video clips were spread out in the tutorial made the clips more appealing, and that the addition of the streaming video clips to the existing tutorial enhanced the tutorial when compared to a printed tutorial. He noted that the streaming video clips helped break up long sections of the tutorial, and mentioned that scrolling through a long tutorial made the content seem overwhelming, while the clips seemed to break the tutorial up into manageable sections. Subject 3 was asked whether or not he was able to understand the content displayed in the video window at the low resolution used for the streaming video clips, and he replied positively. Next, he was asked if he would prefer to watch the entire tutorial by using only streaming video clips. He stated that he did not believe he would prefer a streaming video only tutorial, but that he did like having the text and static images along with the streaming video clips. Subject 3 was then asked if he watched or listened to lots of streaming clips on the Internet, and he replied that he did, because he “loves” Internet radio.

The next set of questions dealt with the tutorial as a whole. First, Subject 3 was asked if felt he was able to learn from the Web-based tutorial. He replied that he was able to learn from the tutorial, and that having something, in this case the streaming video clips, besides “hardcore” text makes up for a teacher not being physically present. Subject 3 then stated that the Web-based tutorial enhanced with streaming video clips makes the tutorial seem non-static, as he phrased it. He felt the streaming video clips and interactive potential of the Internet adds motion to the tutorial and lets students go back and review content immediately unlike instruction in a traditional classroom. Next, Subject 3 was asked what could be added or left out to improve the Web-based tutorial. He suggested taking nothing out, but instead making the tutorial more interactive, and breaking the long single tutorial Web page up into separate pages. Subject 3 was also asked what he liked the most and also the least about the Web-based tutorial, to which he replied that he liked the streaming video clips the most. He explained that he felt he got more out of the tutorial with the streaming video clips than would be possible with a plain text tutorial. He then stated that his least favorite feature was that the entire tutorial content was on one Web page. Subject 3 noted that the long tutorial page felt “like a long chapter in a book that you can see how much you’ve got to go.” He then suggested that having the entire tutorial content on one screen could be overwhelming. Finally, Subject 3 was asked if he would like to take an entire course via the Internet based on his experience with this tutorial. He replied that he would, and explained that he liked the idea of being able to go through the course content at his own pace, and that he liked being able to go back and review material. He also noted that Web-based instruction is “like having a one-on-one experience with the instructor.” Subject 3 also liked the immediate feedback provided by having brief quizzes right after seeing sections of course content, and that being able to take a course with a flexible schedule and not being required to attend class are positive aspects of Web-based instruction.

Subject 4 Interview

The fourth participant interviewed was also a member of Group 2, able to watch streaming video clips. Subject 4 is an 18-22 year old female enrolled in the College of Arts & Sciences. She accessed the treatment material from home, and described herself as having intermediate Web experience. Subject 4 was first asked if the streaming video clips were easy or hard to watch, to which she replied that the clips were easy to watch. She was then asked if she watched all of the streaming video clips available. Subject 4 reported watching most of the videos. She then stated that her computer locked up two times when playing some of the video clips. She was unable to specify which clips were playing when her computer locked up, and she stated that she “felt like I missed one” due to her computer problems. Next, the subject was asked if the streaming video clips were helpful in learning Microsoft Access. She replied positively, noting that she is “visually stimulated” and that hearing the host talk and explain the concepts from the accompanying text as reinforcement greatly helped her learning. Subject 4 was then asked if the screen size of the video clips affected the way she felt about the streaming video clips. Subject 4 said it did not, and stated that the video clips “took up the whole screen.” Since the subject reported the clips as playing back using the entire screen, the subject was asked if she had changed any RealPlayer settings, to which she answered negatively. She stated that she was under the impression that the streaming video clips were supposed to play back using the full screen and not a small window. Subject 4 was then asked if she was able to read the text displayed in the clip at the full screen size. She reported that she was able to discern detail in the video clip window, and that she was able to read the text used in the Microsoft Access screen shots. Subject 4 was then asked to provide more detail on her feelings towards the clips. She was asked if the appearance of the streaming video clips, including the use of screen shots, the pacing of the streaming video clips, and the lighting and visual appearance of the screen shots affected the way she felt about the streaming video clips. Subject 4 replied that she liked the appearance of the video clips, and that no changes would need to be made. She was also asked whether or not enough screen close up shots were used, to which she answered yes. Next, Subject 4 was asked what her favorite and least favorite elements of the streaming video clips were. She responded that she liked the “reinforcement” of the clips the most. When asked to expand on the notion of reinforcement, the subject said the video clips helped because she is not very interested in Microsoft Access, so having the clips available as reinforcement helped her not blank out the tutorial concepts. She stated that her least favorite aspect of the tutorial was that she considered the content for the tutorial boring. The next question posed was if she would prefer to watch the whole tutorial using only streaming video clips. Subject 4 replied negatively, and returned to her notion of reinforcement. She noted that she liked having three modes of input, which she referred to as text, video, and the audio of the streaming video clips. She stated “reading some, hearing and seeing is what was coolest about it. I could read it first, then watch the clips to know that I interpreted it right.” Subject 4 was then asked if she watched or listened to lots of streaming clips on the Internet. She replied that she did not, reporting that she had received a home computer only shortly prior to participating in the study, and had had to install the RealPlayer software to play the streaming video clips.

Subject 4 was then asked a series of questions on the Web-based tutorial. First, she was asked if she felt she was able to learn from the Web-based tutorial. She responded positively, noting that the three inputs of text, video, and audio helped her learn more than she would have if she were reading only from a computer screen or from a textbook. Subject 4 was next asked for suggestions to improve the Web-based tutorial. She suggested having entirely different questions on the pre-test and post-test so she would know if she actually learned rather than feeling as though she was looking for answers to questions she recalled. When asked what she liked the most and the least about the Web-based tutorial, Subject 4 responded that she liked the streaming video clips the most. She stated that she felt the clips added a lot to the tutorial. She then said she least liked the examples where the subject was required to type it herself. Subject 4 explained that she did not have the Microsoft Access program, so the examples had little meaning to her. Subject 4 was finally asked if, based on her experience with this tutorial, she would like to take an entire course via the Internet. She replied positively, stating that the reinforcement of the streaming video clips when coupled with subject matter that she is not really interested in would help her to avoid “tuning it all out,” and that having the immediate reinforcement of the video clips helped her to retain the content she read. Subject 4 ended the interview by noting that if she took a course via the Internet she would not have to come to class.

Additional Analyses

Two sets of additional analyses were conducted to further explore the effectiveness of streaming video in Web-based instruction. First, results from the beliefs survey were correlated with the demographics of Group 2, streaming video clips available, to determine if significant relationships between beliefs and demographic groups exist. Second, an opportunity for additional analysis presented itself in the form of a student who happened to be enrolled in two of the classes that composed the sample. The researcher made the decision to allow the student to participate a second time using a special code, as long as the student agreed to be interviewed. This allowed the researcher to have one subject take both treatments for comparison purposes.

Results of Pearson’s R Correlation Between Demographics and Beliefs

The results of the beliefs survey and the demographics of Group 2, able to watch streaming video clips, were correlated using Pearson’s R correlation coefficient to determine if significant correlations existed (see Table 8). Complete beliefs statements may be found in Appendix D. A significant moderate negative correlation was found (r(25) = -.495, p = .009) between the age of the subject and item 7, with younger subjects tending to agree and older subjects to disagree with item 7. Another significant moderate negative correlation (r(25) = -.673, p = .000) was found between undergraduate/graduate status and item 8. Graduate students tended to disagree, while undergraduates tended to agree with item 8. The Web experience level of the subject and item 8 showed a significant moderate positive correlation (r(25) = .437, p = .023). More experienced Web users tended to agree with item 8. A significant moderate positive correlation was found (r(25) = .385, p = .047) between the pre-test score of the subject and item 4. The higher the pre-test score of the subject, the stronger the subject tended to agree with item 4. The last significant correlation was found between the post-test score of the subject and item 5. A significant moderate positive correlation (r(22) = .497, p = .013) was found, with higher-scoring subjects tending to agree more strongly with item 5.

Interview With Comparison Subject

An unlooked-for opportunity for additional analysis presented itself in the form of a student who happened to be enrolled in two of the classes that composed the sample. The student inquired about the possibility of participating two times to receive participation credit in both of her classes. The student informed the researcher that she had already participated as a member of Group 1, unable to view the streaming video clips. After some consideration, the researcher made the decision to allow the student to participate a second time as a member of Group 2 using a special identification code, as long as the student agreed to be interviewed. The researcher felt that by interviewing this particular student, insight could be gained into the beliefs and preferences of students regarding Web-based instruction and streaming video. The student agreed to go through the treatment and view the tutorial again, with the purpose in mind of watching the streaming video clips and allowing the researcher to ask questions about her perceptions.

The student, an 18-22 year old female enrolled in the College of Fine Arts, described herself as having minimal Web experience. She accessed the treatment the second time from a campus computer lab. The subject was first asked which version of the tutorial she viewed first. She reported viewing the text and static image only version first. Next, she was asked which version of the tutorial she liked better. The student stated that she preferred the tutorial enhanced with the streaming video clips. She noted that “since I don’t do computers a lot, having the demo examples helped” in reference to the streaming video clips. She also stated that having the streaming video clips is “kind of like having somebody there to point things out.” The student was then asked if the addition of the streaming video clips helped or hurt the tutorial, to which she replied that the streaming video clips helped the tutorial. In a specific question about the content, the student was asked if the streaming video clips made the subject matter easier or harder to learn. The student responded that the streaming video clips made the subject matter easier to learn, and noted that the video clips made it seem like she “had someone doing it in front of her.” The fifth question the student was asked was if she would prefer to watch the entire tutorial using streaming video clips only. She responded negatively, stating that the tutorial enhanced with the streaming video clips allowed her to go back in the text and read the content more than once. Since the student had seen both versions of the tutorial, the researcher asked her if her attitudes towards Web-based instruction changed after she viewed the tutorial a second time. She replied that she liked Web-based instruction better the second time with the addition of the streaming video clips, and noted that the first version of the tutorial she viewed, with streaming video clips available, consisted of a large amount of text to read. Finally, the student was asked if the screen size of the streaming video clips affected the way she felt about the streaming video clips. She stated that the “clips were a good size.” She reported that she was able to understand what was going on in the streaming video clips, and that the subtitles added by the researcher helped her to follow the screen action.

Chapter Summary

Results from analyses of the study data were presented to describe the research sample and to answer the research questions. Dependent variables were beliefs about streaming video and achievement scores. Independent variables for the study were gender, age, academic college, undergraduate/graduate status, Internet access location used by the participants, experience level with the Web, and the presence or absence of streaming video in a Web-based instructional environment.

The first research question was whether or not viewing or not viewing streaming videos would produce significant differences in achievement scores between groups. No significant differences in achievement were found.

The second research question explored whether or not demographic beliefs led to significantly different beliefs about the use and perceived effectiveness of streaming video in Web-based instruction. Age, academic college, undergraduate/graduate status and access location displayed significant relationships with certain beliefs about streaming video.

A third research question examined correlations between demographic characteristics and achievement scores. Significant correlations were found for participants in Group 1, unable to view streaming videos, for age, undergraduate/graduate status, and experience level with the Web.

The fourth research question involved interviewing participants to look for characteristics of streaming video in a Web-based instructional environment. It is hypothesized these characteristics might lead to beliefs about the effectiveness of streaming video in a Web-based instructional environment. Each participant proved helpful, giving answers that provided more in-depth knowledge of the participants’ beliefs about streaming video and Web-based instruction.

Additional analyses were performed to search for further relationships between demographics, achievement scores, and beliefs. Significant correlations were found between age, undergraduate/graduate status, Web experience level, pre-test and post-test scores and certain beliefs about streaming video in a Web-based instructional environment. A fifth participant was interviewed who had viewed both versions of the tutorial. Questions were asked to gain insight into her beliefs about the use of streaming video and Web-based instruction.

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