Diversification of ALN Learning: Can They Learn Better If They Listen And Speak?

1. Diversification of ALN Learning:Can They Learn Better If They Listen And Speak? Eunhee Kim Starr Roxanne Hiltz Julian M. Scher @ New Jersey Institute of Technology

2. Overview ALN learning Multimedia learning Application of multimedia to ALN Instructional Technology Research questions Pilot Study Results and Study Redesign Research Model Research methodology The Ninth Sloan-C International Conference on Asynchronous Learning Networks

3. ALN Learning Learning styles: Will they learn in the same way? - Learning style (Leuthold, 1999; Monaghan & Stenning, 1988) Learning community: Can they learn better in a community? - Virtual communities (Preece, 1998; Hiltz, 1998; Brown, 2001) The Ninth Sloan-C International Conference on Asynchronous Learning Networks

4. ALN Learning (cont.) Instructional design Does the increased flexibility lead to increased learning? - Forced interaction (Vrasidas and McIsaac, 1999; Graham et al., 1999) The Ninth Sloan-C International Conference on Asynchronous Learning Networks

5. Multimedia Sensory Long-term Working Memory Presentation Memory Memory Verbal Words Sounds Ears Integrating Model Prior Knowledge Pictorial Eyes Pictures Images Model Multimedia Learning Cognitive multimedia learning (Mayer, 2001) The Ninth Sloan-C International Conference on Asynchronous Learning Networks

6. Multimedia Learning (cont.) Emotional multimedia learning - Improve intimacy among people (Walther et al., 2001) - Increase interest in subject materials (Moreno et al., 2000) - Enhance social presence of participants (Reeves & Nass, 1996) The Ninth Sloan-C International Conference on Asynchronous Learning Networks

7. Application of Multimedia to ALN How can we integrate multimedia into the ALN learning environment? The Ninth Sloan-C International Conference on Asynchronous Learning Networks

8. Instructional Technology Instructional technology aims at increasing - effectiveness, - efficiency, and - appeal of instruction to enhance learning (Newby et al., 1994) The Ninth Sloan-C International Conference on Asynchronous Learning Networks

9. Research Questions Can multimedia improve the ALN learning environment? Will there be correlations between: - Learning styles and multimedia use, - Multimedia use and learning community, and - Active/passive multimedia use and learning effect? The Ninth Sloan-C International Conference on Asynchronous Learning Networks

10. Pilot Study Results Summer 2003 using four NJIT courses (N=75) Unfortunately, no significant results were found due to the small size of data sets. However, a very weak relationship was found between learning style and multimedia use in terms of community building and perceived learning. The Ninth Sloan-C International Conference on Asynchronous Learning Networks

11. Study Redesign Focus on digital audio - Voice can increase social presence significantly (Reeves & Nass, 1996). - Social presence is an indicator of learners’ satisfaction and perceived learning (Richardson & Swan, 2003). Social presence Perceived learning Voice The Ninth Sloan-C International Conference on Asynchronous Learning Networks

12. Research Model The Ninth Sloan-C International Conference on Asynchronous Learning Networks

13. Research Methodology Quantitative analyses: - Index of Learning Style (LSI) by Soloman & Felder - Questionnaire - Virtual classroom transcript analysis Qualitative analyses: - Interviews with students and instructors - Content analysis The Ninth Sloan-C International Conference on Asynchronous Learning Networks

14. References Brown, R. The process of community-building in distance learning classes. JALN, 5(2), September 2001 Graham, M., Scarborough, H. and Goodwin, C. Implementing Computer Mediated Communication in an Undergraduate Course – A Practical Experience. JALN, 3(1), May 1999 Harasim, L., Hiltz, S.R., Teles, L., and Turoff, M. Learning Networks: A filed guide to teaching and learning online, The MIT Press, 1995 Hiltz, S.R. Collaborative learning in asynchronous learning networks: building learning communities, Invited address at “WEB98” Orlando Florida November 1998 Leuthold, J.H. Is Computer-Based Learning Right for Everyone? Proceedings of 32nd Hawaii International Conference on Systems Sciences Mayer, R.E. Multimedia Learning. Cambridge University Press. 2001 Monaghan, P. & Stenning, K. Effects of representation modality and thinking style on learning to solve reasoning problems, Paper presented at the 20th Annual Meeting of the Cognitive Science Society, August 1-4, 1998, Madison, Wisconsin, USA Moreno, R., Mayer, R. and Lester, J. Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction. World Conference on Educational Multimedia, Hypermedia and Telecommunications,  2000 (1), 2000, pp. 776-781 Newby, T.J., Stepich, D.A., Lehman, J.D., and Russell, J.D. Instructional Technology for Teaching and Learning: Design Instruction, Integrating Computers, and Using Media. Englewood Cliffs, NJ: Prentice Hall Preece, J. Empathic communities: Reaching out across the Web. interaction, 5(2), March 1998, pp. 32-43 Reeves, B. & Nass, C. The media equation. New York: Cambridge University Press. 1996 Richardson, J.C., and Swan, K. Examining Social Presence in Online Courses in Relation to Students' Perceived Learning and Satisfaction. JALN, 7(1), February 2003, pp. 68-88 Vrasidas, C. and McIsaac, M.S. Factors Influencing Interaction in an Online Course. The American Journal of Distance Education, 13(3), 1999, pp. 22-36 Walther, J.B., Slovacek, C.L., and Tidwell, L.C. Is a picture worth a thousand words? Photographic images in long-term and short-term computer-mediated communication. Communication Research, 28(1), February 2001, 105-134 The Ninth Sloan-C International Conference on Asynchronous Learning Networks

15. Thank you for your time!Appreciate your comments!