Designing Video Classrooms

Price, Michael A.

doi:10.1177/104515959100200407

Cited by 7 publications

(6 citation statements)

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“…This angle produces a cone-shaped area in front of the monitor for student seating. Placement of the monitor is also critical as locating the monitor in a corner diminishes the importance of the material being presented (Price, 1991). Visual acuity and seeing the instructor's lip and tongue movements were essential to the task.…”

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confidence: 99%

The effect of distance learning classroom design on student perceptions

Jayasinghe¹,

Morrison

Ross

1997

ETR&D

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This study investigated the effects of camera angle and monitor placement in a simulated distance-learning environment. Of particular interest were the effects on perceived instructor credibility and immediacy behaviors. A videotape of a lecture on an academically relevant topic was produced using a high-angle and an eye-level camera. Participants viewed one of the presentations in either a traditional classroom design (one monitor, front center of room) or in small groups with a monitor for each group. Partkipants were observed as they viewed the videotape of interest,following which they completed a questionnaire and posttest. Results suggest that an eye-level camera, and multiple monitors with groups of 4-5 students positively influence instructor credibility, immediacy, and interactions. The implications of these findings and recommendations for design of a distance-learning classroom are discussed.

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confidence: 99%

The effect of distance learning classroom design on student perceptions

Jayasinghe¹,

Morrison

Ross

1997

ETR&D

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“…Since sound can enter anywhere air can enter, all holes and gaps in or between walls, floors, and overhead structure should be filled and sealed. Doors should be of solid construction and equipped with floor sweeps and weather stripping (Price, 1991).…”

Section: Soundproofingmentioning

confidence: 99%

“…Windows should be avoided if possible. Additionally, the walls, floor, and ceilings should be sound resistant and constructed of dense materials such as concrete, solid masonry, or double layers of gypsum board (Hudspeth & Brey, 1986;Price, 1991).…”

Section: Soundproofingmentioning

confidence: 99%

“…It is best to avoid placing monitors in a corner; this can diminish the importance of the material being presented and can create awkward viewing angles (Price, 1991). A viewer should not have to look up at an angle greater than 30 degrees (price, 1991;Wood & Wylie, 1977). Looking upwards at a sharp angle for long periods can be tiring and uncomfortable.…”

Section: Classroom Arrangementmentioning

confidence: 99%

“…Sound quality is the most problematic aspect of distance education systems; it is the most often reported physical complaint (Bowman, 1986;Desey, 1991;Fink & Tsujimura, 1991;Hobbs, 1990;Price, 1991). Each component of the audio system should be of highest quality (Ostendorf, 1989b;Price, 1991). Echoes in the room are caused by sound reflections off smooth surfaces as hard walls, floors, and ceilings.…”

Section: Microphonesmentioning

confidence: 99%

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Distance education: a cost analysis

Simonson¹,

Jones²

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compare costs because of the differing variables among the technologies. Currently there is not a large body of valid data concerning the costs of various systems (Jefferson & Moore, 1990). One major question asked by administrators, school boards, and policymakers is, How much does distance education cost? Distance education systems involve cost commitments that are not easily modified. The purchases must be used for a number of years. Those responsible for making these large capital investments should have reliable evaluation data available to make sensible deciSions. There are few studies that specify detailed costs for the three transmission methods. Current cost studies are general in nature. These studies do not specifically compare transmission costs by specific distances. Few studies compare compressed and full motion video costs. There is abundant technical information regarding the specific technologies, but it is not written in the context of distance education. It is difficult to find in one location, complete, nontechnical information listing major cost variables affecting each transmission system and classroom equipment. Educators desiring to execute distance education systems in Iowa are unfamiliar with sources to aid in planning. Educators lack information on expert sources to supply cost and installation detailS. A study detailing specific variables contributing to the total costs of creating a distance education system would be helpful to distance educator planners. Purpose of the Study This study determined the cost of creating a distance education system using narrowcast technologies. The study presented cost comparisons for three types of technology. Two of the 9 technologies deliver two-way, full motion video and two-way audio: (a) microwave and (b) fiber optics. The third technology, compressed video, delivers two-way audio and two-way video, but in compressed motion. links connecting hypothetical sites of varying distances were created. Costs were collected from point A to point B for each set, applying each transmission method. The major cost considerations of each of the transmission methods were identified. Lease costs for the transmiSSions were also collected. The costs were then compared. Second, this study described costs of equipment and installation for the distance education classroom. An interactive classroom was designed. This design detailed the equipment needs for the origination teaching site. lists of equipment and prices for the classroom were supplied for both state-of-the-art equipment and more basic equipment. This paper was a cost comparison of three narrowcast, duplex audio and video technologies. It was not a cost-effectiveness study of the distance education technologies. Research Questions This research explored and analyzed the following questions: (1) What does it cost to put into place a point-to-point, distance education system using: microwave, fiber, and compressed video? (2) What are the major cost considerations for the three transmission methods? (3) Is it ...

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