Communicating at a distance: A study of interaction in a distance education classroom

Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses? A Preliminary Comparison

“…Comeaux (1995) found that communication and interaction in telecourses were hampered by the cameras, the microphones, and by the students seeing themselves on the television monitors. McHenry and Bozik (1995) found that low levels of participation in discussion from students at receiving sites were typical. Ritchie (1993), though not identifying it as such, found the consolidation of responsibility to be operative in the three sections of the one telecourse that she observed, with 24% of students accounting for 100% of the interactions.…”

“…Gallagher and McCormick (1999) found that students in interactive telecourses preferred traditional delivery courses. McHenry and Bozik (1995) found that students in interactive telecourses were unhappy with the technology, could not hear origin site classmates, had problems with getting cut off when speaking, and had difficulty hearing the instructor. Briner, Summers, Dean, Bink, Anderson, and Gelder (1996) found that female students were more dissatisfied than males with the logistic/management aspects of the course.…”

Efficacy and performance in professional development higher education-sponsored ITV instruction

“…Further research is needed to measure transfer learning in short and longer-duration instruction. McHenry and Bozik (1995) argued that interaction and student empowerment are critical components for successful distance learning course delivery. In order to test further the impact of reduced efficacy, research needs to examine all three instructional paradigms over a longer period of instruction, examining the presence of transfer learning.…”

“…Researchers have acknowledged interactivity as a critical element in the learning process (Harasim, 1990;Johnson, Johnson, & Smith, 1991;O'Donnell & O'Kelly, 1994;Slavin, 1991). Furthermore, research has repeatedly demonstrated that interaction is more critical in distance-delivered courses, particularly ITV (McHenry & Bozik, 1995). Educators initially identified three types of interactivity in any given educational setting: student-to-student, student-to-faculty, and student-to-content (Moore, 1989).…”

The impact of presenter speech personality on learner participation during televised instruction

“…This was in stark contrast to other studies that had viewer responses every two to four minutes. (Lyons, MacBrayne, & Johnson, 1994;McHenry & Bozik, 1995;Oliver & Grant, 1995). Such active participation elsewhere heightened the rarity of responses in my context.…”