Simulated Computer-Mediated/Video-Interactive Distance Learning: A Test of Motivation, Interaction Satisfaction, Delivery, Learning & Perceived Effectiveness

Authors

  • Ruth Guzley,

    1. Associate Professor of Communication Arts and Sciences at California State University, Chico. She teaches and does research in the areas of organizational communication, leadership, and doctor-patient-HMO relationships.
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  • Susan Avanzino,

    1. Assistant Professor of Communication Arts and Sciences at California State University, Chico. Her primary teaching and research areas include organizational communication research and theory, advanced communication skills, and organizational change & technology.
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  • Aaron Bor

    1. Professor of Communication Design at California State University, Chico. He teaches classes in media aesthetics, writing for the media, and advanced video editing.
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Abstract

This paper reports on an innovative, computer-mediated, educational technology application in a simulated distance learning environment. As an initial evaluation, real student groups completed an entire university course using this state-of-the-art, two-way synchronous audio/visual communication technology, Distributed Tutored Video Instruction (DTVI). The study reported here explored student perceptions of a simulated distance learning environment using the system. The learning environment was characterized by videotaped lectures by the course instructor, delivered in computer-mediated small group settings. Six separate groups made up of six to eight students and a facilitator were studied. Group members were in separate locations, interacting via synchronous audio and visual computer channels. Our findings indicate an overall high level of perceived effectiveness and satisfaction with the instructional mode. In addition, significant relationships were established between facilitator effectiveness and student satisfaction, student motivation and class participation, student exam grades and perceived amount of group discussion. Findings indicate innovations in computer-mediated instructional designs can achieve desired levels of participant interaction considered critical to effective distance education technology.

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