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Enhancing E-Learning with Interactive Enhancing E-Learning with Interactive MultimediaMultimedia
Information Resources Management Journal, 16(4), 1-14, Oct-Dec 2003 1
Reporter Yu-Wen Hsiao
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Abstract
Multimedia-based e-Learning systems applied widely, but provide little interactivity to learnersChallenges: Integrate instructional material in different mediaProvide flexible process control in an e-Learning environment
with personalized knowledge Improve learning effectiveness
This paper proposed:An e-Learning system with interactive multimedia It can help users better understand learning content & achieve
learning performance comparable to that of classroom learningUsing an empirical study
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Introduction
This paper:Develop an interactive multimedia-based e-Learning
system—Learning By Asking (LBA)Feature
synchronized multimedia instructionshigh learner-content interactivity
Using empirical study for a LBA group & a traditional classroom group to understand:Difference in learning performance Learner satisfaction
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E-Learning
E-Learning brings distinct benefits to learners:Time & location flexibilityCost & time savingsSelf-paced learningCollaborative learning environmentUnlimited use of learning material
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E-Learning
E-Learning is an inescapable element of business in the new economyIn 1999, the US spent 62.5 billion on training or educating employees, more than 3 billion on technology-delivered trainingEffective & efficient training methods are required by companies to ensure employees & partners to be timely equipped with the latest information & advanced skills
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Multimedia in distance learning
Multimedia: delivery of information in a computer-based presentation that integrates two or more mediaThe combination of lectures & dialogue with visual presentation, animation & others…entice studentsInteractive multimedia: the use of a computer to present & combine text, graphics, audio & video, with links & tools that let users navigate, interact, create & communicateThree things did not simultaneously: image, course note or PowerPoint slidesNo significant difference between a Web-learning group and a classroom group
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Multimedia in distance learning
CISCO e-LearningLimitation: provide little interactivity & flexibility to
online learnersIf wants to re-listen, has to restart it
Focused on learner-instructor & learner-learner didn’t deal with learner-content interaction
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Multimedia in distance learning
The research:Rich learner-content interactivityLBA presents synchronized multimedia material
with structural content supportImprove learning effectiveness
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The LBA system
Consists of 3 componentsA thin-clientA Web serverA video streaming server
Video streaming server: Videotape lectures or interviews & segment into individual clipsEasy-to-use system (learner): web browser, RealPlayer& sound cardWeb server (Apache): metadata library—titles, file size, speaker, keywords, starting/ending time…Relational DB consists of library & other instructional material (Power Point slides & lecture notes)
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The LBA system
E-Classroom in LBA, presents synchronized video/audio of instructors, PowerPoint slides & lecture note
Learner can interact with the system to control the learning pace & content
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The LBA system
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Empirical study
Hypotheses
Subjects
Experimental procedure
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Hypotheses
Investigate the learning effectiveness of the LBA system measured by students’ exam grades & levels of learner satisfaction
H1: Given the same amount of lecture time, students in an interactive multimedia-based e-Learning environment (LBA) will achieve higher learning performance than those in a traditional classroom
H2: Students in an interactive multimedia-based e-Learning environment (LBA) will have higher degrees of satisfaction than those in the traditional classroom
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Subjects
Came from 7 different departments
39 undergraduate students (22 of them were male)
Average age: 19.6
Didn’t have any e-Learning experience
Randomly divided into 2 groups:An online lecture session using LBAA traditional classroom lecture
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Subjects
During the experiment have some controls:Lecture time was the sameLearning content was consistentGave the same examsSubjects didn’t know the lecture content before
experiment
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Experimental procedure
Subjects in the online session went through the procedure:Brief description of experiment’s objective & procedurePre-testThe LBA system trainingOnline lecture sessionPost-test
Subjects were required to fill out a questionnaire to give their personal background information and feedback on their perceived satisfaction
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Experimental procedure
Not allow to talk with each other (eliminate the possible influence of interaction on subjects’ individual performance)In the classroom:Similar procedure as the online session45-minute regular lecture & review to replace step3
& step4.
Pre- & post-tests: closed-book, closed-notesPotential scores ranged from 0-50
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Experimental results
Online session
Classroom
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Experimental resultsUsing the one-way ANOVA (95% confidence level)
Performance of the online session is significantly
F(1, 37)=10.508, p=0.003
Supports first hypothesis
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Experimental results
Learner satisfaction was measured by 7-point Likert scale:Extremely DissatisfiedVery DissatisfiedDissatisfiedNeutral SatisfiedVery SatisfiedExtremely Satisfied
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Experimental results
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Experimental results
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Experimental results
Using the one-way ANOVA
F(1, 37)=0.119, p=0.732
The difference is not significant, (H2 is not supported)
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Experimental results
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Discussion
Why the LBA group outperformed the traditional classroom group:First:LBA enables learner-centered activityClassroom learning is instructor-centered and is a sequential
processSecond:Attributable to learning in a new environmentExcitement, novelty or interest in multimedia-based e-
LearningSatisfaction level were equivalent: A number of subjects prefer face-to-face learning
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Discussion
Two major limitations:First: small subject groupSecond:
How to improve e-Learning effectiveness?
Beneficial for remote & lifelong learning & training situations
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Discussion
Disadvantages of e-LearningLong preparation timeNeed high bandwidth & fast data transmission speedContent management
Another interesting research:What types of material are suitable to be effectively
taught onlineIf learning content frequently changes, the cost to
update e-Learning material can be prohibitive
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Conclusion
An interactive online learning environment that aims at providing structural support for multimedia instructions to improve e-Learning effectiveness
Process control flexibility & increased learner-content interactivity
Shown significant evidence in support of this proposition
Satisfaction levels of in e-Learning were equivalent to in traditional classroom learning
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End