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Descriptors:
Second Language Instruction; Achievement Tests; Cartoons; English (Second Language); Audiovisual Aids; Second Language Learning; Language Proficiency; Films; Linguistic Input; Language Tests; Teaching Methods; Pretests Posttests; Majors (Students); College Students

Abstract:
In today's audiovisually driven world, various audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition. In line with this view, the present research aimed at discovering the effectiveness of exposure to news, cartoons, and films as three different types of authentic audiovisual programs on improving the language proficiency of low level language learners. To this end, 60 low level language learners were selected based on a language proficiency test and were assigned into three groups as group one, two, and three randomly. During the study which lasted for 10 weeks, the first group of the participants had exposure to a sample selected audiovisual materials from news, the second group of the participants had exposure to a sample selected audiovisual materials from cartoons, and the third group of the participants had exposure to a sample selected audiovisual material from various films. At the end of the study, another sample language proficiency test was administered to all the three groups to find out which group could gain significant language proficiency improvement. The results of the post-test were indicative of the fact that group one (news) failed to improve its language proficiency. In contrast, groups two (cartoons) and three (films) could improve their language proficiency. More importantly, the cartoon group participants' improvement was more significant than that of the film group. The results showed that audiovisual programs generally are a great source of language input for teaching purposes. However, more caution should be given to the selection of the type of audiovisual programs for low level proficiency learners. Cartoons and films with good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Short Term Memory; Educational Technology; Cognitive Processes; Difficulty Level; Theories; Animation; Educational Experiments; Multimedia Instruction; Audiovisual Aids; Retention (Psychology); Learning Modalities; Instructional Design

Abstract:
When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The effects of transience due to the use of animation-based instructions (Experiment 1) and spoken information under audio-visual conditions (Experiment 2) were explored in a cognitive load theory framework. It was hypothesized that for transient information presented in short sections, animations would be superior to static graphics, due to our innate ability to learn by observing. For transient information in long sections, animations should lose their superiority over static graphics, due to working memory overload associated with large amounts of transient information. Similarly, the modality effect under which audio-visual information is superior to visual only information should be obtainable using short segments but disappear or reverse using longer segments due to the working memory consequences of long, transient, auditory information. Results supported the hypotheses. The use of educational technology that results in the transformation of permanent into transitory information needs to be carefully assessed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Educational Strategies; Laboratory Procedures; Educational Innovation; Interaction; Anatomy; Audiovisual Aids; Anxiety; Teaching Methods; Medical Education; Medical Students; Graduate Medical Education

Abstract:
This study presents the design, effect and utility of using audiovisual material containing real images of dissected human cadavers as an innovative educational strategy (IES) in the teaching of Human Anatomy. The goal is to familiarize students with the practice of dissection and to transmit the importance and necessity of this discipline, while modulating their anxiety. The study included 303 first-year Human Anatomy students, randomly assigned to two groups (Traditional and Educational Innovation). Their state of anxiety was measured using the State-Trait-Anxiety Inventory. Repeated measures ANOVA with between-subject factors was applied. The between-subject factor was "Educational Innovation" (EI). Two levels were established for this factor. The within-subject factor was "Time," four levels being considered here. The results show that the effects of the "Educational Innovation" factor, "Time" factor and "EI x Time" interaction were statistically significant. These results provide an additional element of efficacy to the use of videos as an IES. That is, the use of video material as an introduction into an anxiety-provoking situation which resembles real-life viewing and interaction with human cadavers for the first time significantly diminishes the anticipatory reaction of dread against which novel students have not had the opportunity to develop any cognitive strategy of emotional control. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Agricultural Education; Online Courses; Electronic Learning; Undergraduate Students; Graduate Students; Student Attitudes; Audiovisual Aids; Verbal Communication; Computer Use; Internet; Gender Differences; Preferences; Land Grant Universities

Abstract:
As demand for online course delivery increases, it is imperative that those courses be delivered in an effective and efficient manner. While technologies are offering increasingly new and innovative tools to deliver courses, it is not known which of these tools are perceived as useful and beneficial by university agricultural education students. This study sought to measure the impact of using an audio/video communication tool (Jing[TM]) within the online classroom environment in an effort to document the tool's value to students. This multi-state quasi-experimental study was conducted at land-grant universities in Arizona, Montana, and Texas. The instrument contained Likert-type scale questions with specific focus on the use of an audio/video technology (i.e., Jing[TM]) as an instructional tool and the relation of verbal communication to online learning. A total of 168 instruments were completed by participants. Thirty-one individuals completed all three rounds of the study. Findings revealed that gender and classification can impact perception of technology use in online courses. Participants reported strong preference for audio, feedback and immediacy; communication and interaction; and social presence. Implications exist in regard to the delivery of online courses. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Workshops; Collaborative Writing; Models; Interpersonal Communication; Communication (Thought Transfer); Journal Writing; Peer Relationship; Teacher Student Relationship; English (Second Language); Second Language Instruction; Writing Instruction; Audiovisual Aids; Audio Equipment

Abstract:
The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model is illustrated through the examination of similar writing models and their deficits. Developed in a University Intensive English Program, the ESL Audio Script Writing Model was integrated into a 10-week Idioms course. The multi-skill audio script recording activity integrates opportunities for students to perform, record, and publish. A sample audio script group dialogue is also provided. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Curriculum Implementation; Observation; Semi Structured Interviews; Transcripts (Written Records); Audiovisual Aids; Teacher Role; Workshops; Active Learning; Student Projects; Teacher Attitudes; Grade 6; Grade 7; Middle School Teachers

Abstract:
The main purpose of this study is to investigate the lived experience of teachers from one middle school in East China who implemented project-based learning (PBL) in their classes. A sample of 22 grade 6 and 7 teachers participated in this research between September 2008 and June 2010. Data were observation, transcripts of semi-structural interviews and workshop audiotapes. It reveals that teachers were struggling with the roles they should play and in particular with how to effectively facilitate students' project work. However, they also creatively reconceptualized the new curriculum from their own perspectives and brought their students unique and diverse learning experiences. These struggles and reconceptualizations are believed to be the result of teachers' evaluative, identifying and pedagogical culture-cognitions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Informal Education; English (Second Language); Second Language Learning; Linguistic Input; Interpersonal Relationship; Mass Media; Audiovisual Aids; Technology Uses in Education; Language Proficiency; Pretests Posttests; Instructional Effectiveness

Abstract:
Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore which source of language input would have a greater impact, this study investigated the effect of exposure on speaking proficiency. Two types of exposure were provided: audiovisual mass media as a source of language input in an EFL context and social interaction as a source of language input in an ESL context. A sample speaking test was administered to one hundred language learners in an EFL context (Iran) and another one hundred language learners in an ESL context (Malaysia). Then, thirty participants from each context who scored one standard deviation above and below the mean were selected as homogenous language learners. During the experiment, EFL participants had exposure to audiovisual mass media while the ESL participants were exposed to social interaction as a source of language input. At the end, both groups took another sample speaking test. The post-test showed that the EFL group performed better which was indicative of the fact that exposure to technology promotes speaking proficiency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Logical Thinking; Agricultural Education; Extension Education; Extension Agents; Instructional Materials; Teaching Methods; Foreign Countries; Audiovisual Aids; Agricultural Occupations; Educational Attitudes; Surveys; Knowledge Base for Teaching; Scheduling; Incentives; Course Evaluation; Comparative Analysis; Attitude Measures

Abstract:
Background and purpose: This study examines the views of farmers and extension agents participating in extension education courses in Dezful, Iran, with regard to problems with these courses. It relies upon a descriptive methodology, using a survey as its instrument. Sample: The statistical population consisted of 5060 farmers and 50 extension agents; all extension agents were studied owing to their small population and a sample of 466 farmers was selected based on the stratified ratio sampling method. For the data analysis, statistical procedures including the t-test and factor analysis were used. Results: The results of factor analysis on the views of farmers indicated that these courses have problems such as inadequate use of instructional materials by extension agents, insufficient employment of knowledgeable and experienced extension agents, bad and inconvenient timing of courses for farmers, lack of logical connection between one curriculum and prior ones, negligence in considering the opinions of farmers in arranging the courses, and lack of information about the time of courses. The findings of factor analysis on the views of extension agents indicated that these courses suffer from problems such as use of consistent methods of instruction for teaching curricula, and lack of continuity between courses and their levels and content. Conclusions: Recommendations include: listening to the views of farmers when planning extension courses; providing audiovisual aids, pamphlets and CDs; arranging courses based on convenient timing for farmers; using incentives to encourage participation; and employing extension agents with knowledge of the latest agricultural issues. (Contains 15 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Competence; Preservice Teacher Education; Learning Processes; Control Groups; Experimental Groups; Case Method (Teaching Technique); Preservice Teachers; Teaching Skills; Skill Development; Knowledge Base for Teaching; Learning Theories; English (Second Language); Adult Education; Second Language Instruction; Language Teachers; Pretests Posttests; Questionnaires; Comparative Analysis; Computer Assisted Instruction; Educational Technology; Instructional Design; College Instruction; Educational Experiments; Protocol Materials; Cognitive Processes; Protocol Analysis; Video Technology; Audiovisual Aids; Multimedia Instruction

Abstract:
Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency--learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as "audio only" outperformed learners in the "audio + video" condition, who did not substantially differ from the control group. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Empathy; History Instruction; Grade 9; United States History; Urban Schools; Instructional Films; Audiovisual Aids; Multimedia Instruction; Educational Technology; Instructional Effectiveness; Social Studies; Case Studies; Interviews; Observation; Qualitative Research; Grounded Theory; Multimedia Materials; Teaching Methods

Abstract:
This collective case study of teachers and students in two ninth-grade US history classes examines the role that films can play as a "thoughtful" medium for teaching history. Specifically, the study focuses on the nature and range of authentic intellectual work that students are engaged in with film in the classroom (Newmann, F., B. King, and D. Carmichael. 2007. "Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects". Des Moines, IA: Iowa Department of Education. http://centerforaiw.com/resources/center-aiw-materials). The findings contribute to the literature by challenging and extending current notions of pedagogy with a film, in particular, Hobbs' (2006. Non-optimal uses of video in the classroom. "Learning, Media and Technology" 31: 35-50) findings of "non-optimal" use of video. In addition to using a film as simply a historical "text" or visual textbook, students in these classes are engaged with the medium of film in developing conceptual knowledge and historical empathy and in the deliberation of controversial issues or historical events. The study also reveals a continued lack of critical analysis of films as a source and reveals the tension between ideology of "educational" media and teacher practice with media. (Contains 3 tables, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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