ERIC Number: ED427753
Record Type: Non-Journal
Publication Date: 1997-Nov-22
Reference Count: N/A
And the Walls Came Tumbling Down: Augmenting the Distance Education Experience.
Jones, Charles M.; Klopfenstein, Bruce C.
This project examined whether the quality of instruction delivered to both an on-site and a reception classroom could be equalized through the multimedia combination of interactive video and the Internet. The course was a telecommunications class offered by Bowling Green State University (Ohio). The transmission site was a tele-teaching room at the university; the reception site was located at Columbian High School in Tiffin, Ohio and was composed of in-service teachers and staff taking the course for graduate credit. At the outset of the course, online students filled out a preliminary survey that dealt with general computer literacy and Internet usage. At the end of the course, students completed an evaluation survey that examined quality of learning, quality of class material sand instruction, availability of materials, management of the learning process, monitoring and feedback activity, objectives, and personal reactions. Results indicated that it might be possible to place so much emphasis on the remote classroom that students in the more traditional transmission site feel neglected. While the combination of compressed video transmission and Internet resources can provide for rich distance education learning, achieving a balance between the two sites presents the instructor with unique challenges. The questionnaires are appended. (AEF)
Descriptors: Computer Assisted Instruction, Computer Mediated Communication, Conventional Instruction, Course Evaluation, Distance Education, Educational Quality, Higher Education, Instructional Effectiveness, Instructional Materials, Interactive Video, Internet, Multimedia Instruction, Questionnaires, Student Attitudes, Student Surveys, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A