Audiographic Telecourses for the Web: An Experiment

Abstract

Prior research on instructional media effects suggested that an audiographic approach to World Wide Web based courses would optimize educational effectiveness along with cost effectiveness, although with a possible loss of teacher immediacy that could adversely affect student attitudes. An introductory telecommunication course was converted to an audiographic Web telecourse in which students listened to pre‐recorded audio classroom interactions while viewing a detailed course outline and illustrative sites over the World Wide Web. Forty‐nine subjects were recruited from a live lecture class and randomly assigned to either the experimental (Web course) group or a control group that took the class in a traditional lecture section. Analysis of covariance (ANCOVA) showed that the experimental group had test scores and student attitude and teacher immediacy ratings equal to those of the control group after controlling for student gender, class level, grade point average and attendance. Open‐ended interviews were also conducted to assess qualitative dimensions of student satisfaction. The results supported the audiographic telecourse model as a potentially cost‐effective approach to distributing courses over the Web. New directions in research on instructional media effects and teacher immediacy were formulated from an analysis of the unique characteristics of the World Wide Web as an instructional medium.

The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model

“…Instruction over the Internet is perceived by many to be a significant breakthrough in teaching and learning [18,34,[36][37][38]. Internet technology facilitates the exchange of information and expertise and provides opportunities for learners in remote and disadvantaged locations [29,58].…”

Personality types of IT professors

“…At least as it relates to personality types represented in this study, online programs may have a much wider array of personality types than those found in traditional programs. Across all programs, research has been unable to demonstrate any significant differences in learning when comparing students in online and traditional programs [70][71][72][73]. The greater number of information technology programs, and degree programs as well, being taught through distance education, usually over the Internet, to nontraditional students is a growing challenge for teachings [62].…”

Review of computer mediated communication research for education

“…While the majority of CMC is text-based, there is a small but growing body of research comparing traditional face-to-face lecture courses to audiographic and desktop videoconferencing (Chidambaram & Jones, 1993;Alavi et al, 1995;Larose et al, 1998). Chidambaram & Jones (1993) compared the effects of CMC, face-to-face, and audio conferences on student decision making.…”

“…Participants in the audio conferencing condition performed slightly better than participants in the other two conditions. Larose et al (1998) compared different sections of a telecommunication course employing lecture discussions or audio discussions recorded for a web course section. No differences in student attitude or performance were found.…”