Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction

Abstract

Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.

A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

“…When the course content is found to be equal, student achievement is comparable between traditional and distance education classes, even when students do not have immediate access to an instructor or each other (Paulsen et al, 1998). Students who are characterized as the most successful in an online learning environment tend to be motivated, independent, and organized (Phipps & Merisotis, 1999) with good self-regulation strategies (McMahon & Oliver, 2001).…”

“…Many people taking distance-learning classes are non-traditional students (e.g., single parents, older students) who are less able to take face-to-face classes than traditional students because of jobs and/or family obligations (Browning, 1999;Gallagher & McCormick, 1999;Paulsen, Higgins, Miller, Strawser, & Boone, 1998;Wilkins & Barrett, 2000). Distance education, especially Internet courses, reduces or eliminates the travel time of students and instructors (Gallagher & McCormick, 1999;Paulsen et al, 1998).…”

“…Distance education, especially Internet courses, reduces or eliminates the travel time of students and instructors (Gallagher & McCormick, 1999;Paulsen et al, 1998).…”

A New Species of Science Education

“…Interactive television is a popular method of content delivery (Horvath & Mills, 2011) and has been utilized to offer content to students learning at a distance in subjects other than laboratory science. Paulsen et al (1998), Donorfio and Healy (2008), and Kleinpeter and Potts (2003) all discuss different aspects of nonscience ITV courses and are excellent examples of the potential of ITV for educating students at a distance.…”

Comparison of Time Investment in Common Teaching Practices among Three Instructional Methods

“…There are numerous advantages to using distance technology for classroom instruction, including access to courses offered at only a limited number of campuses (Paulsen et al, 1998;Powell et al, 2008), addressing the needs of nontraditional students who are working heads of households, and providing a greater depth and breadth to available course programming (Bray et al, 2007). However, there are several important barriers to implementing effective distance education programs and time is at the top of the list.…”