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Two-way and one-way video: when is ‘no difference’ significant in distance education?

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Abstract

This study investigated the effects of instructor monitoring on student attitudes in an interactive television course. A comparison was made between learners located at sites with and without video feedback to the instructors. Data were collected for four variables: level of interaction as perceived by the student, value of the content taught, student assessment of gains in knowledge, and overall satisfaction. Multivariate analysis of variance (MANOVA) results indicated that student perceptions were not affected by the absence of video monitoring. The effect size was estimated to be practically zero and corroborated by the qualitative evidence collected in a subsequent study using interviews in other television (TV) courses. Findings were discussed in relation to instructional characteristics and system improvement priorities. The paper concluded that given appropriate instructional characteristics, partial absence of video feedback to the instructor may be adequately rectified to justify a wider coverage by interactive TV instruction even where real-time video feedback is not feasible.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Hawaii at Manoa, 1776 University Avenue, Wist 208, 96822, Honolulu, HI, USA

    Shuqiang Zhang (Associate Professor)

  2. Department of Educational Technology, University of Hawaii at Manoa, 1776 University Avenue, Wist 230, 96822, Honolulu, HI, USA

    Catherine P. Fulford (Associate Professor)

Authors
  1. Shuqiang Zhang
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  2. Catherine P. Fulford
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Zhang, S., Fulford, C.P. Two-way and one-way video: when is ‘no difference’ significant in distance education?. Educ Inf Technol 1, 227–238 (1996). https://doi.org/10.1007/BF02350660

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