Perceptions and effects of image transmissions during internet‐based training

Wisher, Robert A.; Curnow, Christina K.

doi:10.1080/08923649909527034

Cited by 21 publications

(14 citation statements)

References 7 publications

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“…Another restriction may have been response delays not uncommon during peak usage periods on the Internet, in contrast to the immediate responses possible with a stand-alone computer; With packet-based networks, variable delays cause latency problems in the receipt of learning material, particularly with graphic images. Previous research has demonsti-ated a slight decrement in learning due to inherent delays of transmitting complex graphics over the Internet (Wisher & Cumow, 1999).…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Web-Based Instruction

Wisher¹,

Olson²

2003

Self Cite

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of Web-Based Instruction

Wisher¹,

Olson²

2003

Self Cite

View full text Add to dashboard Cite

“…With packet-based networks, variable delays cause latency problems in the receipt of learning material, particularly with graphic images. Previous research has demonstrated a slight decrement in learning due to inherent delays of transmitting complex graphics over the Internet (Wisher and Curnow, 1999).…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Web-Based Instruction: An Initial Inquiry

Olson¹,

Wisher

2002

IRRODL

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As the use of Web-based instruction increases in the educational and training domains, many people have recognized the importance of evaluating its effects on student outcomes such as learning, performance, and satisfaction. Often, these results are compared to those of conventional classroom instruction in order to determine which method is "better." However, major differences in technology and presentation rather than instructional content can obscure the true relationship between Web-based instruction and these outcomes. Computer-based instruction (CBI), with more features similar to Web-based instruction, may be a more appropriate benchmark than conventional classroom instruction. Furthermore, there is little consensus as to what variables should be examined or what measures of learning are the most appropriate, making comparisons between studies difficult and inconclusive. In this article, we review the historical findings of CBI as an appropriate benchmark to Web-based instruction. In addition, we review 47 reports of evaluations of Web-based courses in higher education published between 1996 and 2002. A tabulation of the documented findings into eight characteristics is offered, along with our assessments of the experimental designs, effect sizes, and the degree to which the evaluations incorporated features unique to Web-based instruction. Keywords: Web-based courses; benchmarks; CBI Authors' NoteWe would like to caution readers against drawing inappropriate cause-and-effect conclusions from the results presented in this paper. A goal of this paper is to present data based on existing empirical literature. As demonstrated by our finding of only one study in which random assignment of individuals to conditions occurred, there is a tremendous need for experimental studies of Web-based instruction if we are to draw any definitive conclusions about the effectiveness of Web-based instruction in comparison to other methods. The conclusions that one can draw from the results of a meta-analysis are highly dependent on the research designs of the individual studies examined. For example, if all the studies included are corelational, as were many of the studies reviewed in this paper, associational rather than causal conclusions are more appropriate. In this paper, the terms "effect," "effect sizes," and "effectiveness" are used in accordance withOlson & Wisher -The Effectiveness of Web-Based Instruction: An initial inquiry 2 the accepted technical language of meta-analysis and are not meant to necessarily imply the existence of causal relationships. The Effectiveness of Web-Based Instruction: An initial inquiryThe World Wide Web can be used to provide instruction and instructional support. Webbased instruction offers learners unparalleled access to instructional resources, far surpassing the reach of the traditional classroom. It also makes possible learning experiences that are open, flexible, and distributed, providing opportunities for engaging, interactive, and efficient instruction (Kahn, 2001). Phra...

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“…Cabero (2007) summarizes the possibilities of videos accentuating the high number of alternatives to visualise them and their adaptation to any educational level, as well as pointing out their limitations such as favoring passive attitudes. With the evolution of digital technology and fast access streaming video channels via the Internet, video has moved from being an important element to being considered as teaching methodology, with the increase in the number of settings which use dynamic image as a captivating element for students' attention , to the point that some authors (Choi & Johnson, 2007;Shyu, 2000;Wisher & Curnow, 1999) It should be noted that it is proposed that videos are used as complementary components classroom sessions. Some studies have shown that when used as a complement, positive results are obtained in student performance (Dupuis, Coutu & Laneuville, 2013;Traphagan, Kusera & Kishi, 2010;Wieling & Hofman, 2010;Williams, Birch & Hancock, 2012), whereas when used simply to replace class sessions there is not the same improvement in learning outcomes (Giannakos & Vlamos, 2013;McKinney, Dyck & Luber, 2008).…”

Section: Educational Videosmentioning

confidence: 99%

Educational videos: After the why, the how

Manuel

Garriga-Garzón

2017

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Purpose: The introduction of educational videos into university education is an indisputable reality. Numerous scientific publications have outlined the advantages to students: flexibility, motivation, encouraging self-learning, lower costs, etc. The aim of this paper is to explore the steps required to make educational videos and highlight the need for educational institutions to provide teachers with the means to enable them to improve the quality of their multimedia material productions. Policies in this direction would help to improve the training of future professionals and enhance the opportunities offered by podcasts. Design/methodology: A literature review and a survey have been conducted. Starting in the first semester of the academic year 2012-2013, a questionnaire has been applied systematically to students and the corresponding population parameters estimated with a 95% confidence level. Findings: Students consider educational videos as supplementary material which complementtraditional methodologies and favour self-learning as well as offering flexibility at no additional cost. Teachers can produce their own high-quality multimedia material, which in turn requires a consistent evolutionary process in elaborating within the changing possibilities that information technologies offer.-902-Intangible Capital -https://doi.org/10.3926/ic.1042 Originality/value: This work deals with the treatment of technical issues and based on our studies suggests the process to be followed by teachers when making educational videos.References to this subject in the literature were found to be somewhat limited.

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Perceptions and effects of image transmissions during internet‐based training

Cited by 21 publications

References 7 publications

The Effectiveness of Web-Based Instruction

The Effectiveness of Web-Based Instruction

The Effectiveness of Web-Based Instruction: An Initial Inquiry

Educational videos: After the why, the how

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