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Enhancing E-Learning with Interactive Multimedia

Enhancing E-Learning with Interactive Multimedia. Author: Zhang, Dongsong & Zhou, Lina. (2003). Journal: Information Resources Management Journal , 16(4), 1-14 Speaker： 陸虹妙 Date：2005/6/16. 前言-- 研究動機與背景&文獻探討. E-Learning Benefits Time and location flexibility Cost and time savings

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Enhancing E-Learning with Interactive Multimedia

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  1. Enhancing E-Learning with Interactive Multimedia Author: Zhang, Dongsong & Zhou, Lina. (2003). Journal: Information Resources Management Journal, 16(4),1-14 Speaker：陸虹妙 Date：2005/6/16

  2. 前言-- 研究動機與背景&文獻探討 • E-Learning • Benefits • Time and location flexibility • Cost and time savings • Self-paced learning • Collaborative learning environment • Unlimited use of learning material • Is adopted by many companies to expand their training market to previously out-of-reach employees. • Thousands of online courses, including degree and certificate programs, are now being offered by educational institutions worldwide.

  3. 前言-- 研究動機與背景&文獻探討 • Multimedia in distance learning • What is multimedia? • Involves technologies that combine several media of communication such as text, graphics, video, animation and sound. • The delivery of information in a computer-based presentation that integrates two or more media. (Beckman, 1996) • Research findings • Multimedia instructions can enhance individual’s problem-solving skills and improve learning effectiveness. (Carville and Mitchell, 2000; Gross, 1998)

  4. 前言-- 研究動機與背景&文獻探討 • What is interactive multimedia? • The use of a computer to present and combine text, graphics, audio and video, with links and tools that let users navigate, interact, create and communicate. (Hofstetter, 1995) • Hiltz and Turoff (2002) • Asynchronous learning networks plus videotaped lectures. • The content of videos included instructors, course notes, and PowerPoint slides. • At any given time, a learner could only see one of the following three things on a computer screen: • The image of an instructor, course notes, and PowerPoint slides • Learners had to use a scroll bar on RealPlayer to skip or locate a portion of a lecture. • Evaluation results revealed that students who took online courses tended to do as well as those in traditional classroom setting. • Critiques • Not very interactive and flexible. • Operation is time-consuming.

  5. 前言-- 研究動機與背景&文獻探討 • Morales, Cory and Bozell (2001) • Traditional face-to-face delivered instruction vs. Instruction delivered by an asynchronous live-switched video and accompanying PowerPoint slides. • Students’ exam grades showed no significant difference between a Web-learning group and a classroom group. • CISCO e-learning • A video of a lecturer is synchronized with his/her PowerPoint slides. • When the lecturer in the video finishes talking about on concept and switches to the next, the current PowerPoint slides will automatically flip to the next corresponding slide. • A linear process (To re-listen, stop the video and restart it again from the beginning.)

  6. 前言-- 研究動機與背景&文獻探討 • Interaction exerts a positive influence on student engagement, satisfaction and academic achievement. (Chapman, Selvarajah and Webster, 1999; Kirby, 1999) • Researchers have primarily focused on learner-instructor and learner-learner interaction. • Most prior research and practice did not deal with the aspect of online learner-content interaction.

  7. 前言-- 研究目的 • Given the same amount of lecture time, will students in an interactive multi-media-based e-learning environment (LBA) achieve higher learning performance than those in a traditional classroom? • Will students in an interactive multi-media-based e-learning environment (LBA) have higher degrees of satisfaction than those in the traditional classroom?

  8. 研究方法--研究樣本 • 39 undergraduate students. • Recruited from an undergraduate MIS course (Introduction to Computing). • From seven different departments. • Did not have any e-Learning experience prior to the experiment.

  9. 研究方法--研究工具 • The LBA (Learning By Asking) • Videotaped domain experts during their lectures or interviews and stored them on a video streaming server. • Presented synchronized video/audio of instructors, PowerPoint slides and instructor’s lecture notes on a single interface. • Interact with the system at any time to control the learning pace and content by pressing control button. • Next, Prev, Content buttons.

  10. 研究方法—實驗流程 • The procedures in the online session • Brief description of experiment’s objective and procedure. • Pre-test • The LBA system training • Online lecture session • Post-test

  11. 研究結果 The learning performance of the online session is significantly higher than that of the classroom session. (F (1,37)=10.508, p=.003)

  12. 研究結果— The levels of learner satisfaction of the two groups are equivalent. (F (1,37)=0.119, p=.732)

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