Qualitative Analysis of the Overhand Throw by Undergraduates in Education Using a Distance Learning Computer Program

Abstract

The purpose was to (a) examine whether computer-based distance learning could enhance the qualitative analysis skills (error detection in the overhand throw) of undergraduates in education and (b) examine the effectiveness of several methods of information presentation (video file and text) on distance learning. Participants were randomly assigned to 1 of 4 groups, to detect errors in an incorrect throwing motion of a model on the computer screen. Group 1 (n=13) was the control; Group 2 (n=13) viewed a video of the appropriate throwing mechanics; Group 3 (n=13) viewed text information describing the appropriate mechanics of the overhand throw; and Group 4 (n=16) received a combination of video and text information. On Day 1 participants took a pretest. Treatment and testing occurred on Days 2 through 8. Then 5 days later participants took a retention test. One-way analysis of variance confirmed no significant differences between groups at Pretest (Day 1). An analysis of variance with repeated measures indicated learning over practice. Paired-sample t tests between Days 1 and 8 showed the video plus text group without significant change.

Diagnostics of personal results of children with disabilities studying remotely

“…Eight studies in the Category 3 corpus compared online environments using different media elements such as one-way video (Maag 2004;McKethan et al 2003;Schmeeckle 2003;Schnitman 2007;Schroeder 2006;Schutt 2007;Tantrarungroj 2008;Zhang et al 2006). Seven of the eight studies found no significant differences among media combinations.…”

Desirable Characteristics of an Ideal Online Learning Environment

“…A number of studies investigated the effects of multimedia elements, simulations and manipulatives within online environments (McKethan et al, 2003;Schmeeckle, 2003;Maag, 2004;Schroeder, 2006;Zhang et al, 2006;Schnitman, 2007;Schutt, 2007;Tantrarungroj, 2008). These studies discovered two important aspects regarding multi-media components within an OLE: (1) Incorporating media components alone is not sufficient by itself to enhance instruction and positively influence learning while they contribute to knowledge retention and (2) how these media components are integrated does play a key role in student learning, e.g.…”

“…when they are interactive. (McKethan et al, 2003;Schmeeckle, 2003;Maag, 2004;Schroeder, 2006;Zhang et al, 2006;Schnitman, 2007;Schutt, 2007;Tantrarungroj, 2008). Media components incorporated to an OLE should predominantly be interactive.…”

Undergraduate Education in Natural Resources and Environmental Sciences: Where are We Going?

“…Eight studies in the Category 3 corpus compared online environments using different media elements such as one-way video (Maag 2004;McKethan et al 2003;Schmeeckle 2003;Schnitman 2007;Schroeder 2006;Schutt 2007;Tantrarungroj 2008;Zhang et al 2006). Seven of the eight studies found no significant differences among media combinations.…”