2/26/2024 0 Comments Audiographic memory test![]() The World Wide Web application of the Internet is poised to fulfill these visions as it expands to encompass interactive audio and video as well as the text and graphics that are its hallmarks today. The potential benefits include personalized instruction, active learning, instant feedback, real world simulations, faster and more effective teaching and empowerment of students ( Hiltz, 1986, Ragsdale & Kassam, 1994 McComb, 1994 Woolsey, 1994, Webster & Hackley, 1997). ![]() Web Courses in Higher Education: Pedagogy or Profit?Įducators seem naturally drawn to the seemingly limitless pedagogical possibilities of interactive computer multimedia instruction. So it was with film ( Hovland et al, 1965), radio ( Schramm, 1977), television ( Whittington, 1987, Wetzel, Radtke & Stern, 1994), computer assisted instruction ( Clark, 1985), computer mediated conferencing ( Hiltz, 1986 Althaus, 1997), interactive video ( Storck & Sproull, 1995) and multimedia ( Yaverbaum and Nadarajan, 1996) and, for that matter, the printing press and the chalkboard. But with each new wave of educational technology the question of the educational effectiveness of mediated learning arises anew. In 1998 over 2500 college courses from some 100 universities were available over the Internet ( Cape Software, 1998 University of Texas, 1998), marking the World Wide Web as the latest wave of instructional technology to invade the college campus. New directions in research on instructional media effects and teacher immediacy were formulated from an analysis of the unique characteristics of the World Wide Web as an instructional medium. The results supported the audiographic telecourse model as a potentially cost-effective approach to distributing courses over the Web. Open-ended interviews were also conducted to assess qualitative dimensions of student satisfaction. Analysis of covariance (ANCOVA) showed that the experimental group had test scores and student attitude and teacher immediacy ratings equal to those of the control group after controlling for student gender, class level, grade point average and attendance. Forty-nine subjects were recruited from a live lecture class and randomly assigned to either the experimental (Web course) group or a control group that took the class in a traditional lecture section. An introductory telecommunication course was converted to an audiographic Web telecourse in which students listened to pre-recorded audio classroom interactions while viewing a detailed course outline and illustrative sites over the World Wide Web. Prior research on instructional media effects suggested that an audiographic approach to World Wide Web based courses would optimize educational effectiveness along with cost effectiveness, although with a possible loss of teacher immediacy that could adversely affect student attitudes.
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