Telecommunications Delivery of Education: A Comparison with the Traditional Classroom

Weingand, Darlene E.

doi:10.2307/40322925

Cited by 11 publications

(6 citation statements)

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“…This is similar to the results found in other studies without two-way audio interactions (Ellis and Mathis 1985; THE AMERICAN JOURNAL OF DISTANCE EDUCATION Stone 1988;Weingand 1984). Studies have consistently reported achievement on performance tests was similar regardless of the medium used (Salomon and Clark 1977).…”

Section: Resultssupporting

confidence: 91%

Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction

Ritchie¹,

Newby²

1989

American Journal of Distance Education

101

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Section: Resultssupporting

confidence: 91%

Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction

Ritchie¹,

Newby²

1989

American Journal of Distance Education

101

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“…Studies have shown that students receiving traditional lecture-discussion courses by interactive video perform as well on examinations as those at the point of origin. 7,8 Studies have also focused on the process of interaction during typical medical student learning. One study found that the instructor spent the majority of the time talking during lectures (95%), and grand rounds (82%), with less during journal clubs (41%), and the least in patient management conferences (15%), with the reverse pattern for student verbal participation.…”

Section: Review Of the Literaturementioning

confidence: 99%

Effect of a Remote Facilitator on Small-Group Problem Solving: Potential Uses of Two-Way Video Technology in Decentralized Medical Education

Crump¹,

Caskey²,

Ferrell

1998

Teaching and Learning in Medicine

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Background: As more of medical education becomes decentralized to off-campus sites, the ability of campus faculty to monitor the development of student problemsolving skills becomes more limited. Purpose: This study addressed the acceptability of providing a remote facilitator by telephone or full-motion interactive video, as well as measuring the effect on group process in each of the three facilitator arrangements. Methods: Three groups of clerkship students were facilitated first on site, then by interactive video, then by telephone only. Results: Both off-site methods proved acceptable, but students felt that they increased their content knowledge more in on-site and video sessions. There were no differences in group interactions. In the on-site and telephone groups, the facilitators tended to be the predominantquestioners; in the video group, the students asked more questions of the facilitator. Conclusions: In the sequence used, interactive video technologyhad the same or more positive effects on measured variables when compared to an on-site facilitator.

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“…Miller et al (1993) used this model to explain that remote students received lower scores because of initial student expectations of how easy learning may be in a televised format. Others have reported that learning was not enhanced by FTF delivery when compared to televised delivery (Abel and Creswell, 1983;Pirrong and Lathen, 1990;Stack, 1997;Weingand, 1984). These conflicting results may indicate that the medium of delivery is simply a conduit through which information is transmitted to the learner (Miller et al, 1993).…”

Section: Resultsmentioning

confidence: 99%

Clientele Perceptions of Master Gardener Training Delivered via Interactive Television versus Face to Face

Warmund¹,

Schrock²

1999

horttech

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ADDITIONAL INDEX WORDS. cooperative extension service, distance learning, surveySUMMARY. Master Gardener training was delivered via interactive television (IT) or face to face (FTF) in Missouri in 1997. IT and FTF participants were surveyed on their acceptance of the Master Gardener training method and their perceptions of program quality and technology to evaluate the newly developed multiple site IT training. Demographic characteristics were also recorded to determine if IT format attracted a different clientele than that of FTF training. Those who participated in IT training generally had more years of education than those in the FTF training and lived in suburban rather than rural areas. IT participants missed fewer training sessions than FTF participants. However, IT participants rated the slide quality, sound, and overall training lower than the FTF group. Some problems associated with IT training identified by the participants are correctable, which should improve future acceptance of this technology. M aster Gardener volunteer programs sponsored by state or local co-

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Telecommunications Delivery of Education: A Comparison with the Traditional Classroom

Cited by 11 publications

References 0 publications

Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction

Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction

Effect of a Remote Facilitator on Small-Group Problem Solving: Potential Uses of Two-Way Video Technology in Decentralized Medical Education

Clientele Perceptions of Master Gardener Training Delivered via Interactive Television versus Face to Face

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