Using Audio-Visual Technology In Online Teaching: A Study

Journal of Business & Leadership: Research, Practice, and Journal of Business & Leadership: Research, Practice, and

Teaching (2005-2012) Teaching (2005-2012)

Volume 4 Number 1 Journal of Business & Leadership Article 3

1-1-2008

Using Audio-Visual Technology In Online Teaching: A Study of Using Audio-Visual Technology In Online Teaching: A Study of

Students' Reactions Students' Reactions

Frank Wyrostek University of St. Francis

James Haefner University of St. Francis

Follow this and additional works at: https://scholars.fhsu.edu/jbl

Part of the Business Commons, and the Education Commons

Recommended Citation Recommended Citation Wyrostek, Frank and Haefner, James (2008) "Using Audio-Visual Technology In Online Teaching: A Study of Students' Reactions," Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol. 4 : No. 1 , Article 3. Available at: https://scholars.fhsu.edu/jbl/vol4/iss1/3

This Article is brought to you for free and open access by the Peer-Reviewed Journals at FHSU Scholars Repository. It has been accepted for inclusion in Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012) by an authorized editor of FHSU Scholars Repository.

https://scholars.fhsu.edu/jbl

https://scholars.fhsu.edu/jbl

https://scholars.fhsu.edu/jbl/vol4

https://scholars.fhsu.edu/jbl/vol4/iss1

https://scholars.fhsu.edu/jbl/vol4/iss1/3

https://scholars.fhsu.edu/jbl?utm_source=scholars.fhsu.edu%2Fjbl%2Fvol4%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages

http://network.bepress.com/hgg/discipline/622?utm_source=scholars.fhsu.edu%2Fjbl%2Fvol4%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages

http://network.bepress.com/hgg/discipline/784?utm_source=scholars.fhsu.edu%2Fjbl%2Fvol4%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages

https://scholars.fhsu.edu/jbl/vol4/iss1/3?utm_source=scholars.fhsu.edu%2Fjbl%2Fvol4%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages

Wyros t-: k a nd Haefn er Joumal of Business & Leadership: Resea rch , Practi ce and Teaching 2008 , Vol. 4, No. I, 10-19

USING AUDIO-VISUAL TEC I-JNOLOGY IN ONLINE TEAC HING: A STUDY OF STUDENTS' REACTIONS

Fr:~nk Wyros tck, Uni versit y of St. Francis James ll aefncr, Uni vers it y o f St. Francis

Th is stud y su rvey ed sllldent s JVho had taken an online managerial financ e classes to m easure th e eff ectiveness and impact of audio-visual technologi es on anxiety levels, pref erred learning sty les, sati~faction, and ease in mastering course material. Results sho ov ed thM a teaming s~ple that favors both audio and visual teaching m eth ods existed. Using audiovisual pedagogical techniques helped redu ce students' anxiety levels and created a more p ersonal atmosphere for the onlin e class. Th e benefit of a m ore personal environm ent significantly correlated with both mastering th e material and understanding complex processes in volved in finan ce. In addition, th e authors speculate on th e potential connection betwe en redu ced anxiety levels and a higher level of student satisfaction for th e course. The autlwr s found no major 1:;end er diff erences related to anxiety levels prior to taking th e course, and furth er that th e anxiety level ovas not related to th e fctct that course was ojf' ered on line.

INTROD UCT ION

The onl ine teaching and lea rning environment has become an attrac ti ve option for deli ve ring instru ction. Proj ec ti ons fo r th e yea r 2007 indicated that near ly 50 percent o f a ll hi gher education lea rners wo uld take so me classes v i<~

the Int ern et (Teso nc cl al. , 2003) . Both tradi ti onal and nontraditi onal students ca n potcnli all y bene fit from onli ne lcam in g, but the fo rm at is p::~rt i c ul<l r l y relevant to nontrad itional student s. The tnh crent bene fit s o f online l c:~rnin g

nppea l to n o n - tradit i o n::~\ stu dents, who arc usuall y 24 yea rs nnd older, employed fu ll time, and unnbl e to take classes during the daytime. By engaging in online c lasses, nont t ·:~ d iti on a l student s can increase th e ir knowkdgc and skill s without g iving up their job, leavin g home, o r los in g income (Tcso ne and Ri cc i, 2003) . Ka re l is ( 1999) noted that online co ur ses present s ignifi ca nt opportuni ti es for pos tsecondary edu cati on; o ffer lower th an ave rage per-s tudent costs; and delivc: r pedagog ical ly-sound and even indi vidua ll y- tail orccl ins tructi on. O ne of the major benefit s o f online instructi on is th e ab ilit y to reach stud ents by remov in g timr:: and space ba rri ers. Littl e is known, however, about how to increase sn.td ent comfort leve ls and le aming whil e redu cing anx iety and us in g new audi o-v isual programs within an online co nt ex t. T he present stud y, th erefore, in ves ti gates whether stude nt s who arc ex posed to materi al via rob ust audi o-visual presentati ons ex hib it d ifferent ex peri ences that may contnbut e to a more c!Tcc ti ve lea rnin g environment.

S tudyin g thi s s iLUation requtres an understanding of the be li e fs and perceptions of both instru ctors and stud ent s reg ::~rd ing onl in e: courses . Th is und erstandi ng may help educa ti onal institutions dev ise mechani sms to use thi s emerging environment e ffi c ientl y to de li ve r instruc ti on. /\ !though some att empt s to determin e attitudes and concern s

tow ard online courses have been made (W il son, 200 1; Cicrlt ch & W il so tt, 200-1) , the lit erature is still unclea r whe th er th e usc o f newer, use r- fri endl y technology improves s tudent s' reception to online c lasses.

10

Every instructor is a co nt ent ex pert who can se lect, organ ize, and ann ota te co ntent for student stud y. Orga ni zed co urse co ntent is typ ica ll y ex pressed as text in a printed or di gita l formal (G raves, 2004) . Tex t a lone, however, can res tri ct the presentati on o f material. In parti cular, tex t is a ve ry limited way to prese nt quan tita ti ve mat eri al, such as that found in a man::t ge ri al fin ance course. If the student co uld be engaged by prov idint; crea ti ve ways to view steps o f ca lculati ons, synthes ize processes, and see re lati onships among va riab les, thi s may enhance the lea rnin g ex peri ence. furth er, if stu dents had the ab ilit y to review processes at their leisure to reinforce co ncepts taught , thi s meth od ma y lead to a more sati s fying on line ex pe ri ence.

Til l~ ONLINii; I ~ NVIRONI\ I ENT

Understanding how to teach online enta il s more th an just lca ming new tec hno logy. It also in vo lves in -depth knowl edge of how students respond to and learn in online settings. In essence, it requires instntctors to become a stud ent in th e realm o f ed ucational techn ology: to become leamcrs in re lati ve ly unchart ed lcam in g environments. As instructors, we a!Jcrnatc ly teach o thers and a ll ow them to teach us. Every encounte r with onl ine teachin g and lcaming thus becomes an informati onal interv iew or ex peri enti al resea rch project with online media , the co urse content, our own pedagog ics, the st udent s themse lves, and th eir learnin g processes. Severa l resea rchers (Dabbagh & Bannan-Ritland. 2004; Qram, 2006; Pall ofT & Pratt , 2005), suggest that a ga p ex ists rega rdin g the iss ue o f training and profess ional development for instru ctors who will be teaching online. In an online lea rn ing environment , the dif~ renee in ti me and space between the instruc tor and stu dents comp li cates the instructor's efforts to ensure that stud ent ~ mnstcr the more quantitative skill s (Wa ng, 2006).

Some people lea rn ac ti ve ly and interac ti vely; o thers fo cus on fa cts; some pre fer v isual fo rms of inform ati on; and so me le::t m fr om writt en and spoken ex planati ons (Felder, 1996). Any co urse o f stud y, therefore, will include s tuden ts

1

Wyrostek and Haefner: Using Audio-Visual Technology In Online Teaching: A Study of Stud

Published by FHSU Scholars Repository, 2008

Wyros tek and Haefner

with vario us learn ing sty les, backgrounds, and levels o f preparedness (Kramer-Koehl er, Tooney, & Beke, 1995). These facto rs influence the s rudents' engagements w ith learn ing environments (S heard & Lynch, 2003). To maximi ze students' learning experiences, the re fo re , instructors need to be sens itive to diverse lea rning sty les , needs , and expectati ons, as we ll as unde rs tand the o nline learning environment (Mupinga , 2006).

Understanding teaching and learning s ty les is essenti a l when considering how to de li ver instruc ti on o nline. On line techno logy that encourages and produces s tudent-direc ted pedagogical app roaches - whe re s tudents are a ll owed to sugges t a lte rnati ves to meet course obj ecti ves - is gene ra ll y a preferred stra tegy (W illi ams, 200 I). O th e r resea rche rs have suggested tha t online courses mus t be lea rner-cente red , and students mu st actively parti c ipate in o rde r to reap the benefits of o nline courses (Munro & Ri ce-Munro , 2004).

Accordin g to Mille r (2000), lea rnin g ca n be c lass ifi ed into four styles: I) visual/verba l (learning is best w hen informatio n is presented bo th visua ll y and in a written format) ; 2) visual/nonverba l (lea rning is best w hen infonnat ion is presented bo th visua ll y and in a pi c ture o r design forma t); 3) tac tile/kines the ti c ( lea rning is bes t w he n s rudents are phys ica ll y e ngaged in a '' hands-on '' ac ti vities) ; and 4) auditory/verba l (learning is best w hen the s tudent is presented wi th info rmati on th at is audito ry o r in an o ra l fo rma t). ln this s tudy, the autho rs focus o n the way in which the use of the so ftware prog rams addresses the auditory and audit ory and v isua l aspects of an o nline lea rner.

Online Learners

In the ea rl y 2000s, no t a ll instructo rs were comfot1able teaching online. Some even res is ted e ff o11s to inc rease the use o f online courses (Lundgren & Ga rre t, 2002-2003). Eve n wi th tra ining availab le , very few ins truc to rs in tended to use avai lab le techno logy (Ga rrett e t a l. , 2000). Today, instructo rs may s till be re luc tant , beca use they mus t cope with va ri ous issues including lea rning new tec hno log ies; adjusting to a different pedagogica l s ty le; and adjustin g to a more learner-driven enviro nm ent.

Accord ing to the National Cente r fo r Educa ti o nal Statis tics (2003) , srudents pe rceived tha t they learned mo re through face- to-face instruc tio n and were mo re sat is fi ed w ith this method than w ith on line courses. Despite thi s sta ti s tic, empirica l studies do no t show s ignifi ca nt d ifferences be tween online and face-to- face course pe rfo rmance (Thirunara ya nan & Perez-Pa rado, 200 1-2002 ; Pete rso n & Bo nd , 2004) .

It is poss ibl e tha t the audio po rti o n of the course contributed to a .. perso nali zati o n" percepti o n. Recent lite ra ture co ncerning info rmati o n co mmuni cati o n techno log ies (De1111is & Kinney, 1997; Gi lman & Turner. 200 I; Kock, 2002) shows that e lements of a udi o-ri ch media de li very have huge po tenti al to enhance s tudent learning, particularl y fo r dis tance students. These bene fit s are emerg ing through the use o f Interne t-based

II

Joumal of Bus111css & L.:a dcrs l11p Rcsca1ch. Pr. 1cl1 ce and Teaching 200~. Vol 4. No. I . 10- 19

vid eoconferenc ing (B land , :2005 ; Frye r, :2005) . The visua l ri chness o f Internet-based v ideo co nferenc ing pe rmits access to the multipl e cues of na tura l language, whil e 1ts synchro ni c ity makes it suit ab le fo r ac ti vit ies such as tuto rial s (Bcnbun an-Fi ch & S te lze r, 2002; Blake & Taji , 1997;

G ilimn & T urn er, 200 I) . The immedi acy, fl ex ib il ity, and v isua l ri chness o f Inte rne t-based v id coco nfc rcnc in g, co mbined wit h its inc reas in g re li ab ilit y en han ce po~s ibiliti es

fo r an enriched kind o f l e arn e r- ce nte redne~s and inte rac ti ve learnin g.

Recentl y, ll a ll oc k, Sa tava , and LeS:~gc (2003 ) suggested tha t educa tors sho uld be ab le to des ign o nline curri cula tha t enhance learning based o n s tudents' prefe rred lea rnin g style. O th er in ves ti ga to rs ha ve fo und th at partic ul a r p references fo r lea rning s ty le corre late w ith academ ic pe rfo rmance in an o nlin e environment (Bead les & Lo wery, 2004).

Gcll ev ij and Vand e r Meij , H . (2002) showe d that in a rea li s ti c co ntex t, multi moda l ins tru cti o n (us in g mo re than tex t) leads to be tter o utcomes than uni modal inst ruc ti on. Training ti me is sho rtened , learnin g is imp roved , and cogniti ve loa d is no t a ltered . IV!J yc r ( 1999) suppo rted an int egrat ed des ign c rite rion to inc lude the use o f vi sua ls in ins truc tio n. Sc reen cap tur e teclmo logy a ll ows th e in struc to r to reco rd exac tl y w hat appe:trs o n hi s/her co mput e r scree n so that the s tudent or viewer ca n sec exac tl y what tran spires as key strokes a re made w hil e us ing a spec ifi c so Ctware prog ram . Furthe r, I lo rt o n ( 1993) predi cted that use r mo ti va ti o n wou ld in c rease beca use "scree n captures" provid e v isua l re li ef fo r tex t-h eavy pages and enhance the a ttrac ti veness o f the printed man ual.

These co ncepts have been advan ced lo r v i s u:~ls 1 11 gene ra l (Fredette , 1994; Levie, 1987; Pccck, 1993). Current so

ftware fro m Adobe named Ca pti v:~ t e 2 a ll ow th e o nline

lea rner to view whatever is on th e instru ctor's scree n. Fo r exa mpl e , if an instruc to r used a Powe rPoint s lide to desc ribe a co nce pt o r issue (us ing a spreadsheet, fo r exa mple), he/she ca n embed th:t t Powe rP o int s lide into a Cap ti va te 2 lecture. Thi s way, the stude nt v iews bo th a grap hi c and how the spreadsheet is dcs ig ·d to so lve the prob lem. Chen a nd Fu (2003) s tated that "mu ltimoda l in fo rmati on presenta ti o n makes peop le fee l tha t it is easy to learn and they ca n maintain a ttenti o n, w hi ch wi ll bene fit the leamin g process and increase the learning pe rf o rn1ancc" (p.359) . S hah and Freedman (2 003) a lso suppo rt thi s idea w here "v isua l disp lays arc freq uentl y use fu l fo r representin g re la ti o nship S amo ngst c lements that arc diffi cult to ex plain verbally." Further, T o rres ( 1985) no ted it is poss ib le that us ing an :~nimat cd audio-visu:: d fo rmat a ll ows stud e nt s to diges t the mat eria l us ing th e ir own filt e r in g systems, ll'het he r I hey are

v isua l and/or audit o ry. Ex tendin g o ur di sc ussion to finan ce courses in

parti cular , the maj o rit y o f s tud ents prefer a hybnd (online/i nc lass) vers io n o f co urse de li very beca use they co ns ide r finance a subjec t th a t is too diffi cull fo r o nline de li\·c ry a lone (Nicho loso n & Sa rke r. 2002) . Oth er resea rche rs ha\·e

2

Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012), Vol. 4 [2008], No. 1, Art. 3


Wyros t ~k a nd llacfncr

di scovered face- to- face ins truc tio n a pre ferred me thod , a lo ng w ith mak ing pertinent ma teria l ava il ab le o nline . Hiltz and We llm an ( 1997) fo und tha t students were more sa tis fi ed w ith virtua l c lass roo ms o n severa l dime ns ions, inc ludin g access to pro fesso rs and the overa ll qua lit y o f the ir educati o na l ex pe rience. They thus conc luded that s tudent lea ming - in re la ti o n to mas te ring course mate ria l - in o nline environm ent s was equa l o r supe ri o r to tradi ti ona l e nviro nment s (Hiltz & We llm an, 1997) .

PROJ ECT DESCRIPTION

O ne o f the autho rs has de livered a manageri a l fin ance co urse u ·in g W ebCT coursewa re . T his environment , w ith a ll course mate ri a l o nline , a ll owed d iscuss io ns, ass ignment submi s ions via the web , qui z and tes t manage ment , and e ma il co mmuni ca ti o n w ith the facult y member. The spec ifi c course taught was de li vered 100 pe rcent o nline w ithin the WebCT enviro nment. T he course co ntent a rea co nta ined weekl y chapter sequences w ith bo th tex t a nd audi o-visua l lec ture ma te ri a l loaded o nto a se rver us ing the Adobe Breeze and Ado be Cap tiva te 2 Sc ree n Ca pture programs.

The links to the au di o-v isua l Breeze Pow erPo int presenta ti o ns we re e mbedded as a link in a tex t lec ture o r as a c li ckab le link in the co urse co nt ent a rea . The lec tures were seque nced as o utlined in bo th the syll ab us and tex tbook.

The autho rs arc no w spec ifi ca ll y us in g thi s tec hno logy to rep li cate a fa ce- to- lace lecture in an o nline enviro nm ent. A udi o, coup led w ith a s tep-by-s te p an im a ted p rocess, reproduce a life- li ke cha lkboard -type o f present a ti o n. The puqJose o f thi s s tud y, the refo re , was to measure w hethe r this o nlin e me thod 0 f de li very imp roves s tudents ' ab ilit y to fo ll o w s te ps invo lved in pro bl e m so lvin g a nd whe the r the me thod has some pot ent ia l to mo re c lea rl y exp la in the steps expos iti o n o f by ap pea li ng to the ir leaming s tyk s.

J\1ETII OD

The Ques tionnaire

The survey (see Appendi x A) co ns isted o f 27 ques ti o ns d iv ided into four secti o ns . QuGs ti o ns 1-2 1 used J 7-po int ba lanced Like rt sca le, wi th 7 be ing "very s tro ng ly ag ree " and 1 being " very s tro ng ly di sJ g ree ." The last s ix q ues tio ns ga the red de mograp hi c inlo rm Jti o n. The q ues ti o ns we re

o rga ni zed as lo ll o ws:

Leaming s ty les: Q ues ti ns 1-4 were des igned to ga the r inlo rma ti o n pertaining to w hethe r the s tude nt pre letTed a udit o ry, visua l, o r bot h audito ry

and visua l me thods o f lea min g. A nx ie ty leve l: Q ues ti o ns 5-6 de te rmined pre-course

anx iety leve ls . Ellec t of audi o po rtio ns : Q ues ti o ns 7- 11 a ttempt ed to de tem1ine to wha t ex tent th e audi o po rtio ns o f the lecture presenta tio ns were he lpful in address ing iss ues re lated to anx ie ty, m as te ring the mate ria l presented , and maki ng the c lass mo re pe rsona l.

12

Journ a l of Business & Leadership : R~sca rc h , Practi ce and Teac hing 2008, Vo l. 4 , No. I , 10- 19

Eflec t o f v isua l po rtions: Q ues ti ons 12-1 6 addressed the visua l aspects o f the presentations, assessed separa tely from the audio po rti ons. The ques ti ons were spec ifi ca ll y des igned to ex trac t to whJ l ex tent the visua l aspec ts were he lp ful to the student in dea ling w ith hi s/her anx iety, mas tering the ma teri a l, and mak ing the c lass more pe rsonal.

Effec t o f audi o and video combined: Q ues tions 17-2 1 centered o n the combinati o n o f the audi o and visua l aspects o f the p resentati ons and to w hat ex tent , taken together, these add ressed issues re la tin g to an.xiety, maste rin g o f materia l, and

pe rso nali z in g the c ia s. Demographi cs: Ques tio ns 22-27 were demographic in nature, requesting informati on a bout age , in come, gende r, profess io n, and what degree program in which the respo ndent was enro ll ed .

Data Co ll ection

Surveys we re sent to student s who had taken o ne o f fo ur co urses during the fa ll 2007 and fa ll 2008 se mes te rs . T hese co urses were: Manageri a l Finance (a gradua te bus iness course), Inves tme nt s (a n undergradu ate bus1ness co urse) , Cap ita l Budgetin g (a n underg radu<1 te business co urse) and Princ ip les o f F1nance (J n J ergraduat c bus 1ness co urse) at

a pri va te IV!idwcs t uni vers il y. As descri bed above, these co urses were taught usin g

Adobe Breeze , an add-o n lea tu re to M icroso f't PowerP o int , and Adobe Ca ptiva te 2, a sc reen ca pt ure program that a llows the instruc tor io displ ay his/he r sc ree n to th e stu de nt viewi ng

th e prese ntntJ o n. A to ta l o l 75 surveys were dt s tnbuted. S1xty-n ine

s tude nts co mple ted the survey, lo r nn e ffce tt \'e response ra te o f 92°1.,. Stu de nts were stro ng ly encouraged to co mple te the survey, a lth ugh no incenti\'e re lated to the ir grade was used. They \\'e re to ld , howeve r, tha t the tr pa rti c ipati on would he lp tmprove the des ign o f the onltne cumc ulum and furthe r research re lated to o nl1ne teach ing me th ods .

RESULTS

A mo ng those in the sample , 58.5° 'o we re fema le, whi le 4 1.5% we re mal e . latus in sc h0o l JndJ catecl that 20 .6% were underg radu :: ue bus iness majo rs; 70.6"~ we re pursuing a gradua te bus mess degree; and 8.8% we re unde rgraduate non -bu~ iness maj ors. Inco me ranged fro m zero to $250,000 , wtt h the mean 1nco me after taxes be tng $68, I 07 .. Age ranged from 19 years to 59 years, wit h the average being 35

years o ld . f our qu es ti o ns dea lt w ith learning s tyles (Table I) . A

o ne- way ana lys is wa s conducted on the fo ur va riab les. The /\NOV A was s ignifi cant at the p < .0 I leve l. Tukey Kramer multi p le co mpari so ns were utili zed to detec t differences

between the means.

3



Wyrostck a nd Haefn er Jouma l o f BuSII 1CSS & Leaders hip : Resea rc h. PI<~C t i cc and Teac hi ng 2008. Vol 4 , No I , 10- 19

Table I : Lea rnin g S tyles

Lcarnin <>

Style

Question 1. " I prefer to listen to music than view a piece of a rt work."

2. " Wh en doing so mething new at home or wo rk, I li ke to see demonstrati o ns, drawing, slides, or pos te rs."

3. " I often would ra the r li s ten to a lec ture than read materi a l in a book. "

4. " Wh en teaming a new co mput er appli ca ti on, I prefer diagrams or pi ctures.' '

M ea n 5.3

6.3

5.8

5.8

Note. Items were rated on a 7-pomt ba lanced sca le Wtt h I bemg "very s tro ng ly d tsag ree" and 7 bcmg "very stro ngly agree." Percentages are rounded to the nea rest tenth o f a percent.

T he on ly significant mea n differences, p = .05 , were found between " I prefer to listen to mu sic than view a piece of art work" and "Wh en do ing so mething new at home or work, I like to see demonstra ti ons, drawin gs, s li des, or poster," " I o ft en wo uld rather lis ten to a lecture than read materia l in a boo k,· and " W hen lea min g a new co mputer application, r pre fer di agrams o r pi c tures ."

The results indica te tha t so me o f the respondents seemed to pre fe r visua l learning. Because no o ther mea n differences were fo und, however, there appear to be a

number of respo ndents who co mbine both v isua l and audi to ry lea min g tendenc ies . There were no gender d iffe rences bet ween visual o r audi o learn ing tendencies.

Tab le :2 reports the results re lated to the anxi e ty items. A. one-way ana lys is of va riance was co nducted and yie lded a s ignifi ca nce level o fp < .0 1. Tukey Kramer multip le co mpari so ns were uti li zed to de tec t diffe rences betwee n the means. Fo r de tecti on o f mea ns d i ffe renccs , the leve l o f s ignifi cance was p :S .05.

Tab le 2 : A n xi ety Level s

A n xiety Q ues ti ons I . " My leve l o f anx ie ty in anti c ipati on o f tak ing th e required fina nce course was hi gh

for vari ous reaso ns."

2. " I was so mewhat apprehensive about taki ng a finance course parti a ll y or to tall y delivered online ."

3. " Listening to the audi o porti ons o f the present ati on reduced my anxi ety as it re la tes to taking thi s co urse."

4 . " Viewi ng the visual porti ons o f the presenta ti on reduced my anxie ty as it re lates to taking an online course."

5. " Bo th the aud io and visual porti ons o f the presenta ti ons reduced my atLx ie ty as it re lates to taki ng an onl ine course."

I\ l ea n 4.2

3.7

6.1

6.0

6.3

Note. Items were ra ted on a 7-po mt balanced sca le wtth I "ve ry strongly dt sag ree" and 7 be mg ' ·ve ry strongly agree." Percentages were rounded to the nea rest tenth of a percent.

Items one and two attempted to ob ta in pre-course atLxie ty leve ls. " M y level of a tLXiety in anti c ipa tion of taki ng the required fin ance course was high for va rious reaso ns" had a mean o f 4 .2 whil e " I was somewhat app rehensive about taking a finance course pania ll y or to ta ll y delivered online had a mea n o f 3.7. There was no sta ti sti ca l d iffe rence

13

between th ese two mea ns. This seems to indi cate that taking fin ance co urses o nli ne presented no additional an,xiety for s tudents. Thi s may well be du e in part to the fac t that most o f the parti c ipants had already taken on line co urses w ith so me fee lings o f success. No gender differences were found in exa min ing initial am iety leve ls fo r taking a requi red

4



li11 <1 1H.: c co u1sc o r be 1n g ap prchens i\'C ab outtak 111 g :1 lina nce cu

ursc e1th er part1JII y or ful ly de l1 vc n:d oni111 C. It

e ms 3, ·1, 5 fro m ' l <~h i e :2 asked s tu dent s to rell cc t on

the

ll e\ pell ell CC aJ't e r th e COLII SC k 1d been CO illplet ed. r ;1ken 111d1

\'1duall y, th e aud 1u and I'ISual seCti o ns o i'thc C Ol ll ·sc both

y1e lded :1 low se nse ora nx 1e ty <1i'te r co mpl et111' th e cour se. Th

ere was no Slii i1SI1ea l d dTe re nce het11 ee n th e three pos t

course anxiety ra t1n gs . All o r th e il lnle ty mean s prese nt ed c1 cons1>tc nt p1 c turc

that the I

ll.: II' CO ill j) Oncnt s 11ll p1ll Ve d th e COlli se Ill te rm s o f <111X1Ciy On e co uld speculat e th:1t that l owe 1· an\l e ty le ve ls

would lead

to •rea le r ovcr; lil co u1 sc sat Jsra ct1on . Th1 s co ns tru c t, howe\'c r, was 110 t specifi call y measur ed

I cas t squ :11cs mult 1ple illll: ar rcg1cs>H lns were used to dc tl'r111111C the rc la ll onsh1p s bctll 'cc n th e three <111.\ I Ct y

qu esti ons <J nd the f ou 1 Ind epend en t va11ahlcs I he· dependent \'aiJ <lhk s II L' Ie

AudJ (l Jl Oiti O ll S or th e Jll L'Sl' lltalJOn I ed uced ill )' aiL \I CI)' (Aud iO ll HH Je l)

Vl'ua l po1

l1 nns o lth e Jli CSc ntal i<HlJ L'duced Ill ) a ll XICiy (VJSu , !l 11 Hll kl)

1\lodl'i

770

711

'ilJ I

Joum.tl ol llu .., ln t.:~s & I ...:. td l.: J, hq 1 RcscJ rch. Practice :-t nd T cach111g 2008,Voi 4, No 1, 10-19

3. Aud iO and VISUal pOrl iOil o r the presentati o n reduced n1 y <JilX Ie ty (A ud io/Visua l model).

The l(l ul · 111depc· nd ent 1·anab lcs were :

" I p1 cll: 1· audio method s o f course dc l1 very to \vr ill en mat en al"

" I he audiO po rti ons or th e presc ntati OII S ass isted lllC Ill the e\plana tll lll o f th e prOCCSSeS whi ch uw o il c 111ult1plc ~ te p s and fo nnu la ex piJ nati ons." ( l'roccsses )

1. " Li s ten1n g to th e aud1o po1t1 ons o f' the c lass mad e th

e c lass more pc rsn n ~Ji 111 nature. " (Perso nal)

..j " I l\ te

n111g to th e <lllt iJ O Jl Orli OnS a SS ISted lll C Ill mas te1111g the m c~ t e 11al " (f\ las tcn ng)

h 11 the VISu al ln tlcpc· IHicnt 1' 311 ablc qu es t1 ons, th e 1t cms wc1 e phrased th e sa me, e.\le pt th e le i Ill " v1sual" was

subs tit ut ed f' tll th e tc1 m ''a ud1 o" I IK e ii'JSc, for the aud ioI' I'>UJ I ln dcpL' lld ent ,·a n,l hlc , th e depend ent qu esti Ons were

phrc1seJ th e \ alllc' C\Lept th ,!l th e tel Ill "a udiO- I'ISUa l" \1'3S subSIIillted flll th e te1111 "audll l"

I he l eg resSJO il ICS lllts ;u e a> J' nll oll's :

Stand

a

rdited Bet:l\ \\'e1g

ht \ ~111ahlc

:2 I • .'· 1 (1 1' 1 \lL'ess 2.ii' 1:2') i' L'I>~ \ll

dl > H :u, J [\ Ltstc' lln g

1 ()' \I I l\· 1 >~ ll1 a l

..j 2; ..j ') 1 l' c· rso n;d

o te 'p ll 5 ,\ ll1 te 1n > 1 ~ e 1 c Idl e d'"' a "'-pu111t bal anced sca le 111 th "1e 1;. .'> li <l n[•h dJSdt'lc' e" .1nd 7 hc·1ng' 1e 1y stmn g lv ag1cc"

l·o1 th e aud1 o nl(ld e l. th e poSJtl ~e st<JII Stl eall y Si g nifi cant pred ic tor s o f anxll.: ty sc <1J c·s IH' I c'

" I he <1Ud 1o p urt 1on s n f th e picse Ji l.ltl!l ll S dSS L'>ted me 11 11h c cxpl <lll <ltlon o l p1 occ sse '> 11 lm:h 111 1\l il ·e d

multiple s tc·p, and l

(>rmul ,l e\p l,ll l<ltl\l llS" ( :246 , l' rnce..s ) " I IStenlll' IO the ,lUdi O JlOIII OnS of' til L' c lass lllade th

e cl.1ss 11 1\l le pc iS<l ll<lllll natu r e" ( 1:2\ l' erso n.li)

" I ISic'll ln g IO th e .1Ud10 pOl IOns <I S SIS IL'd l ll C lll<ISlC I111 [!. th e m:II L' Il :t l " (.2fl ·l . f\ laste 11n g )

hll

all the

\l th e r motkl s (VJSu:li and Audlo - V~> u a l) , howev e r, onl y the vanahlc "f\ idk1n g th e c lass nH\l C

pe1sn nal" lid S Sl t' llillca nt

I h~> liii SL'> .111 lll tL' Ic'SIIn g SJl L'l llldtl onth .lt add 1n g th L· nc·11· , \d nhc· lli L' e/.L' .111d \ dohL· C.q1t11 a te 2 :--,l lc'c' n Cap tm c

comp o nent s nl .ly hd \'C g t\·enth e cn u ~>c" nllli L' p c· 1sonal fee l and thu s led In l,n,·c l student dn\le l\ ln·e ls I Ii ese adL hti Onal

1110

duic s lll ,IY h.11·e J11 <ll 1d cd ,I [!. l l\ ltL' I tk l! lee Uillllllllacy betwee n th e III Stlu c to r :md th e s tudent ll11 s, to o, n1ay well

IIII Jli

OI 'e OI L'! all L'O LIIS C sati SI.t Ctl \\ 11 lc l'c' J-;, but IS ye t tO be s tud1 cJ

H1v

anat e co liL' IatiO Ji s II LTC run tn de te 1111111e the natu re or th

e reLiti OI1 > 111ps hc t11 ce n ma k111g tli c Lla ss 111 01e person : li :md the qucs tl\ lll S rcg a1dll l)!. l l1 L' th 11 ds <l f dc ii\L' I V, th e

JliOCeSS, and th e llla stCI Y o r CO LIIS L' 111al e lla l l ks ult s cii .C p1

escnt .:: d 111 I <Jblc ..J

5



Wyrostek a nd Haefn er Joum 31 o f Bus iness & Le3clcrs hi p: Resear ch, Practi ce and Teac hing 2008,Voi. 4,No 1, 10- 19

Table 4: Correlations against Making the C la ss More Perso na l

Making th e C la ss More Ques tion Personal (C orrela tions

Coeffi cient s) " I prefer audi o methods of course de li very to wri tten materia l" .436* " I prefer visua l methods of course de li very to written materi a l" .280* " I prefer audi o and visua l me thods o f course de li very to written .358* materi a l" "The audio po tii ons of the present ati ons ass isted me in the exp lana tion .586 * of processes whi c h in vo lved multip le steps and fo rmu la ex plana tions'' "The visua l poni ons o f the presentati ons ass isted me in the ex p lanati on .648* of processes whic h invo lved mu ltip le steps and fo rmu la exp lana ti ons"

" Th e audio and visua l po rti o ns o f the prese ntati ons ass isted me in the .508* explanation o f processes whi ch in vo lved multipl e steps and fo rmul a explanations. " "L

istenin g to the audi o portio ns ass isted me in mas te rin g th e mate ri al. " .672*

"View in g the visua l po tii ons ass is ted me in mas terin g th e mate ri al. " .588*

" Listenin g to the aud io and viewin g the visua l porti o ns o f the c lass .4 90*

assisted me in mas te ring the mate ri al. "

Note: p :S .05

The " method of de li ve ry ite ms" did no t strongly corre late with " mak ing the c lass mo re pe rso na l," except fo r the audio de li very method (.436) . The " process that in vo lves multip le steps" items had strong re lationships ac ross the audio ( .586) , visua l ( .64 8), and audi o-visua l (.508 ) components for " maki ng the c lass more pe rso nal. "

"Mastering the mate ri a l" items a lso showed stro ng re la tionships w ith ' 'making the c lass mo re perso nal" ac ross the audi o (.672) , visua l (.588), and aud io-v isual (.4 90) co mponents .

The most like ly fac to rs tha t lead s tud ents to feel tha t the class was personal were be ing ab le to ''mas te r th e mate ri a l" and the "exp lana ti on o f process whi ch in vo lved multipl e steps and fo rmula exp lana ti ons."

Least squares mu ltip le linear regress io ns were perfonned to determine the ex tent to w hich three o f the

ques ti ons predi c ted the va ri able ''Listening to the audio (visua l, audi o-visua l) porti ons o f the class made the c lass more pe rso na l in nature'' T hese ques ti ons were:

I . "!p re fer audi o (visua l, audio-v isua l) me thods o f co urse de li very to w ritten materi a l onl y"

2. "The audi o (visua l, a udi o-v isua l) o f the presenta ti ons ass is ted me in the exp lanati o n of processes which in vo lved multipl e s teps and formul a expla na tion''

(Process) 3 . " Li stenin g to the aud io (visual, aud io-visua l) portio n

ass is ted me in mas tering th e ma teri al. " (Mas tering)

Results a rc di sp layed in Tabl e 5.

T a ble 5: Regressions agains t l\1:lki ng the C la ss l\1o re Personal

Model F R Rz S tand a rdize d Beta s

t We ight Variable

Audio 2 1. 6* .707 .500 2.2* .272 Process 4.3* .497 Mas teri ng

V isua l 8. 1 * .277 .277 No coe ffici ent was s ignirica nt

Audio-v isua l 15.5* .625 .425 2.8* .536 Process

Note.* p :S .05 A ll ttems were ra ted o n a 7-po mt ba l:m ce d sca le w tth I be tn g "very s trongly d tsagree

and 7 be ing "very s trongly agree.''

,,

The audio model was s ignifi ca nt a t the p :S .05 level. The best positive predic to r of making the c lass more personal was " Li stening to the aud io porti o ns ass is ted me in mastering the mate ri a l," w ith a weight of .4 97. A less impotiant predic to r was "The audi o portions o f the

15

presentat ions ass is ted me in the exp lana tio n o f the processes whi ch invo lve multi p le steps and formul a exp lana tions,"

with a we ight of .272. Fo r the visua l model, no independent va riab le had a

s ignifi ca nt be ta we ight whil e fo r the audi o-v isual model, the

6



Wyros lck :1m! Haefner

o nl y posit i vc predi cto r o f making the c lass more perso nal was ''T he audi o and visua l portions o f the presentati ons ass is ted me in the ex plana ti on o f the processes which invo lved mu ltip le s teps and fo rmu la ex plana ti ons,'' wi th a we ight o f .536. So it seemed th at th e perceived ab ilit y to master materia l and understand processes whi ch in vo lved mul tip le s teps and fo rmul a ex planati on were keys to deve loping a perso na l natu re to the "c lass roo m.''

CONCLUS IO S

T h1 s resea rch, whi ch inves ti gated th e usc o f two audi ovisu<J I prese ntati on methods, nJmely Adobe Breeze with PowcrPo int and Adobe Ca pti va te Sc reen Capture, indica tes that stud ents had <J more perso nal fce lin ' about the co urse, experi cnecd reduced anx ie ty leve ls, and we re better ab le to master th e ma teri a l and bett er und erstand processes th at 1n vo lved mu lti ple s teps and fo rmul a cx p l:lllations .

It can a

ls o be inf'crred that us ing th1 s technology ca tered to the stud ents ' prek rred way of lcarn 1ng. T hi s was achi eved by Implementing mullimodal-b<Js cd enhan ceme nt s to appcn l to both au cho and aud10-v i s u<:~l lcamers .

The

best predi ctors th nt th e c lass was " more personal" 1nc luded g1v1n g the student a sense th :~ t he/s he had mastered

the ma ten al

<J nd th at he/she was abl e to und crstnnd "processes lh: 1t Jn\ o lved mult1ple s teps and fo rmul a

ex plan:Jt Jons." It can be co nc luded, theref ore, that the audio and VIsual co mponen ts tlwt wen. ; add ed to th e c lass nll owcd

fo r a more fun da lll ent a l und erstand1ng or· complex co ncepts. !·o r th1 s s tud y, 11 was no t c lea r whe th er the <J ud1 o or th e

;wd 10 comb1n ed with the v1sua l was more e ff'c cti vc. In any case , so me CO JPbn1 at ion o f au cli o and v id eo proved to be

e ffec ti ve 111 he lping s tudent s master th e m:Jl en al. The nud1 0 and v1sual aspec ts o f the so ft wa re progrcuns s tu cli ed 111 th1 s resea rch s uppo rted ve rbal communJ cat Jon through the stude nts' il bd ity to see and hc:1r seve ral d1ffere nt v 1 ~ ual and

aud11 ory c ues 111 a natural lan guage. Th1 s 1n creascd th .: perso na l nature o f th e lea rn1n g ex peri ence. In th e audi o

visual lec tures . s tud ents were g1ve n th e oppo rt un1t y to usc bo th th c1r audit o ry and VJsu<.li senses. J'h cre forc , 11· a s tud ent prclc rrcdt o lis ten to r view a part1 cular co ncept , as op posed to readin g it (or li s ten iJ nd viell' ), th ey were able to do so. The Jll :lJ Ont y o f s tud ents co ns1dcr thi s aspec t o f th ese environment s very helpful.

A It ho ugh not :1 synchronous ex pen encc, th e iJ udJO p1cce ma y h;l\'c a co nversati onal s ty le and thus repli cnt e a li ve ex pen encc. Th1s aspec t o f th e onl1 nc expen ence may ha ve brought th e students c loser to the facult y and the ir peers by repli ca ling th e li ve prese nwti on o f nwtcn a l as 11 wo uld have bee n cx pen cnccd in a c lass roo m. A n important ques ti on to be studi ed, the re fore, 1s wheth er thi s co uld this lead to 1mproved sa ti s i ~JC ti o n leve ls for s tud ents and redu ced ICe lin gs o f anx iety.

LII\11TATIONS AN D FUTU RE RESI~ARCII

Certa 1nl y, there arc o ther factors inc lud 1ng course material and how the instructo r de li vers th at ma teri a l that

16

Jnum a l or Business & Lead ers hi p Research, Practi ce and Teaching 2008. Vol. 4, No. I . 10- 19

co uld also affect perceptions of anxiety and course sati s facti on levels. Future research should ex plore what some o f these oth er fa ctors mi ght be. One fth e most im port onl it ems to assess is how th ese co urse improvements :J ficc t spec ifi c lean1ng outco mes as they have been es tab li shed by an instructor.

The sma ll samp le size and survey ing stu dent s from onl y n few fin ance c lns scs limit s thi s stud y's abi lit y to generali ze the fi ndin gs. The add1ti on o f courses such as statis tics, operati ons resea rch, and eco nomi cs wo ul d prove to be use ful data 1nputs.

REFEH I~NCES

Anderson. M. D. 200 1. Indi vidua l characteris ti cs and webbased co urses. In ·. R. Wolfe (Ed .), Learnin g and teaching on the wor ld wide wc h (pp . 45-72). San D1 ego: Acad cm1 c Press.

13cnd les, N.A. II , & C. M. Lowe ry 2004. An Exp loratory Annl ys1s of the I carn 1ng Styles o r Students in an Online l)egr cc l'mg ram, Comm uni cati ons of th e li MA , 4( I), 17-24.

13

cnbunan-I'H

.: h. R . & Stc l;.e r. I . 2002. Co mputer-s upported lt.:am1ng of Jnl\.l rlll:Jt Jon "Y~ t c ms Matching pedagogy Willi tec hnology. In E. ohen (Ed .), !Jallcngcs of information tec hnol ogy educa ti on in th e 2 1st centur y (pp. X5-99). ll ershey, I' A: Idea G1oup .

lll aJ.. c, ;\ , & T aJ I, A 1997. T eac h1ng plnntti ssuc culture by , Jd co li nJ.. In A r aJ ' & R \\' illi nms (l:ds.), Tiss ue culture toward s th e nc:xt ce ntur y (pp 173- 184) . ArmJ d,llt.:, Austra li a Unl\·cr"'l)' o f New Fngl :1nd .

Chen,( )., & l u. X :2003 l· ITec ts n fmu ltnnodai Jnl orm ati on on lcarn1n g perfor mance and JUd gmen t of lca m 1ng.

.Journ al of Educational Com putin g Hcscarc h, 29(3 ) , 149-362

Chevil lc , J. 2004. Automated Sl'O JJn g tec hno log ies and the n s1n g 1nflu encc o f e rro r. Englis h .Journa l, 95(4) , 47-52 .

l)i.!hbag!J , N ., & 13 annan-R Jtl and, 13 . 2004 O ulin e le arnin g: Co nc epts , strate gies , aud appli cation New York :

PrentJ CC !J ail.

Denn1 s, A. 1(, & Knmey, S I . 1997 Te,ti ng media richness th eory in the new media : The effec ts of cues, feed ha ck, alld task equivoca lity . At hL'IlS. Uni ,·erS II Y o r CJcor

g1a

1:1ns, T. 2004 . Animating to bu dd lu ghcr en >n1tivc

understandin g: A mode l for s tud yn1 g mu lt im edia efl 'ccti vencss in edu cati on . .Journa l of Engin eerin g

Education,

93( I), 59-64 .

17e ld er, R. M. 1990. Matt ers o f s ty le . AS im l'ris m, 6(4) , 18 23.

Fredett e, 13 . W. 1994. Usc of visuals 111 schoo l -; (curri culum nnd Jns truclJOn ). In D. M . Moo re and F. M. Dwyer

7



Wyrostek and Haefner

(Eds), Visual literacy. A spectrum of vi sual lea rnin g. Englewood Cliffs, NY : Educa tional Technology Publications, 235-256.

Gerlich, R. N. & Wilson, P. H. 200-1 . Online fa culty: Who they are and what they are say ing. Proceedin gs of th e IABPAD Conference, May 24-26 , T uni ca. Miss iss ippi, 1-6 .

Ga rrell , N.A., Lundgren, T.D. & Na nt z, K.S. 2000. Facul ty course use o f the lntemel. Journal of Computer Information Sys tems, (Fa ll ), 4 1 ( I), 79-83.

Gell evij , Mark VanDer Meij , Hans De Jong, Ton Pieters, Jules . 2002. Multimoda l versus unimoda l instruction in a complex leaming co nt ext. The Journal of Experimental Education . 6(3) ,

Gilman, S. C, & T umer, J. W. 200 I . Media ri chness and social in formati on process ing: Rati onale for mu lti foca l continuing medical educati on acti viti es . .Journ al of Continuing Edu cation in the ll ealth Pr ofess ions, 2 1(3), 134- 138 .

Graves, W. 2004. Academic Redes ign; Acco mpli shing more with less, .Journal of Asy nchronous Learning Netwo rk, 8( 1).

Graves, W. H. & Twigg, C. 2006. T he f1.1 turc of course des ign and the Na ti onal Center for J\cadcmi c Transformati on: An interv iew with Ca rol Twigg. lrmova te, 2.3. Retri eved May 2, 2006 from http ://www. innovateo nl in e. in fo/index .php? view=art ic le &id=2 18.

Grasha, A. 1996. Teaching with S t~· l e . Pi tt sburgh, PA: Alli ance Publi shers. Retrieved from http ://www. inds tate.edu/c tl/s tylcs/tstylc. html .

Hallock, D., Satava , D. & LeSage , T. :!003 . An ex plor<llory in ves ti gation of the potenti al re lati onship between student leaming styles, course grade, cumul ati ve grade point average, and selec ted demogr:1phi cs in on-line undergradu ate business courses . Mauagement Resea rch News, 26( 1), 2 1-29.

Hiltz, S. R. & Wellman, B. 1997 . Asynchronous learning networks as a virtual c lassroo m. Co mmunications of the ACI\1, 40(9) , -1 4-49 .

Horton, W. 1993. Dump the dumb sc reen dumps. Technica l Co mmunication . 40, 146- 148 .

Johnson, K. 2004. A mile hi gh vi ew: An interview with Susan Patri ck, Direc tor of Ed uca ti on Techno logy DOE. The Virtual Voice , 7(3) , 1-2.

Karel is. C. 1999 . Educa ti onal technology and cos t control: four models. Syllabus , 12(6) , 20-30

Kock, N. 2002. Ivled ia richness or medi a n:: llura ln ess 'l The evo lution of our biolog ical communicati on apparatus

17

Jnun1::t l o r Bu s 1 n e~~ & LeaLier:-. h1p Rc sc.1r ch. Pral:tlcc ~1 nJ Tc::t chtng. 20118. \ ,> 1 4 . o I. 10- 19

and tt s innuence on our beh::t viour lClw::t rd ecomm unica tt on too ls. (Resea rch report o FRC-2002-2). Phtl adelph t::t: Temp le Unt ve rstt y.

Ku

lh

::t\ ·y, R. \V ., tock, \V . !\., Pe terson, S. f-' ., Pndemore, D. R., & Klein , J. 1992.Us in g tn::tps to rctne\'l: tex t:!\

tes t o f conj oin t retention. Contc tup o rar~· Edu catiou :tl Ps~· c h o l ogy , I 7, 56-70.

Lcv te, \V . II. 1987. Resea rch on pi cture~: f\ gllldc to the ltt

er::t tur e. In D . l\ 1. \Vtll ows and II. !\. I louglt ton (Eds),

T he Psyc h o l og~· of lllustratiou . Vo lume I. B::ts tc resea rch, cw York, Y : Sprin ge r, pp . 1-50.

1ayer, R. E. 1999. Des igning instru ct ton for co nst ru ctt vtsl lcarntng. In . 1\ I. Rcige luth ( Fd .), Instru cti onal dcsign T heor ·ics and Mode ls \'ol um e II: A Ne w Par

adigm of In stru ctio nal T heo ry. llillsdalc , NJ:

Erlbaum .

Ma yer, R. E., Moreno, R., Boir, l\1 ., & Vogge, S. 1999. Max im izin g co nstruc tt vist lea rnm g from multimedia co mmuni ca ti ons by minimi zing cogniti ve lo::td . . Journ al of l~du c ation a l Psychology , 9 1, 63,-6-1 3.

!\ 'layer, R. E., & Sims, V. K. 1994. For \\'hOmt s a ptc turc worth a thousand \\'Ords') Extensions or a dual -codtng theo ry o f'mu lt im ecli::t learnmg . .J ourn:tl of Edu ca tion a l Psyc hology, 86 , 389-4 0 I.

Kyle, R., & Fcs tervand, T. A. 2005. J\n update on th e ht ghtcch l\ 18 !\ . Journal of Education for llusincss , 80(-1) ,

2-1 0-:! -1 5.

Kramcr-Koe hl er, P., N. M. Tooncy, and D. P. Bcke. 1995. The usc o f learn ing style mnova tt ons to tmpro,·e re tenti on: In AS EE/ 1 E EE Fronti er s in l~du ca tion '95 ; Proceeclmg~. Purdue Unive rs tty

Lundgren, T.D . & Ga n·ctt , N.A . 200:!-2003. nol [facult y] and [in ternet] . Jou rn al of Co mput er Information Sys tems, (Winter), 43(2), 83-86.

Mc Loughlin , C. " Krakows ki , 1(. 200 I. Tccht tOklgi calt oo ls for visualtl11n ki ng: \V hnt docs the resea rch tell us'l Paper prese nt ed at the App le Uni ,·crs tt y Conso rtium J\cadcmi c and Deve lopers Conference, James Cook Unt ve rsi ty, Town svill e, Queenslan d, J\ ustra lt a.

!\

I

til er, S. :!000. Int roducti on to the D\'C lcarntng style survey for co ll ege. Retri eved f'rom htt p :1 /www. meta math .com/ lswebtd vc lea rn . h tm .

l\ lun ro. R. & Ri ce- Ivlumo, E.J . 200-1 . Lcarntng sty le s, teac hing app roaches, and technology. T he Journal for

Q uali ty and Par·ticipation , (Spring), :!6-32.

l\

lupi n

ga D., No ra , R. T. , and Nora , D.C. Y. :!006. Learntng Styles. Fxpecta ti ons, Needs of' O nl ine Studen ts, Coll ege T eac hin g, 5-1 (\V in ter), 55-57.

8



\\ \ ro, lck. .. :mJ ll.h: l Ill' I

.111< '11, 1! Ce nt er for hluc: llional lJliSll s. 200 C ·S. lJ ,· lk p..titmc.:nt of l:uuca ti n, Nat 1 na l Ce nt er fo r

l·uuc.: 11 111 .' tJli Sl lcs Fa s t 1: a ts.

' ic' IHl i. on. J ., , · S, rkcr, . 2002 . nc.:a nl11n g l11 uden a"

umpllons rcga rcl1n g o nl1 ne e luca11 n: The usc

n1 yth ~ :

1nd mctn ph rs . Pro c ccdiu~-:s of th e Int e rnational .- \ cad cmy for Iufurm:llion f\ l auag cment Annu:t l onference: Iut crnatioual u nf r r cnce 011 Informati cs Edu cation Research ,

Sp.11n. 29R- 06.

l'cl:C k, J . 1993 . lncrcas 1n g pic ture eff ects in leam 1ng from illus trated 1 Xl. Lc:truiu g and In stru ction , (3) , 227-21

Sanke y, 1. , & St II III , R. 2005 . 1\ lullimoda l des ign for hybncllca rr11n g materinl s in a second leve l cc nomics co urse . Pnpn pre cntc.: d at th e F.: lcventh Austrnlas ia n

I c.:a c h1n g Fcono m1 cs onference: lnnova li on for Student En nge men t 1n Econom1cs, ni ve rsi ty of Syuncy, ustraha , I 1- 12 Ju ly.

Sh.i11, 1' . & Freedman, 1: . G. 2003 . V1suospa1ia l cogniti on in ckc li Onlc lca m1n g . .J ournal of I ~du c at i o ual

o mp utinr: Research, 29(3) , 3 15-324.

heard, J . & Lynch, J. 200 . Acco mmodatin g lea rner Ulvers it y 1n \\'Cb -based lenming environments: lmpera t1 vcs for future deve lopme nt s. Iut eruational

.Jo urual o f omput er Process iu g uf Orienta l Laugua

ges , (4), _4 60.

Sc

ha

nk , 1{. 2002 . Des iguin g world -c la ss e- learuiug : II ow IB i\ I , GE, Ilar vard 13u siu css Sc hoo l, a nd C olumhia Uui ve r sit y ar c succecdiu g at c- lcaruin g. New York : 1\ l c raw-ll ill.

S hank . R. 2005. Lessons iu leamin g: A?- leaming , aud traiuiu

g: Perspecti ves a nd guidanc e for th e

enli ght ened teacher . Sa n Francisco : Pfeiff er.

l'

o rres , 19,

5. The language sys tem dia gnos tic instrum ent. In J. \V . Pfe1ff c r & L. D. Goods te in (Eels.) . Th e 1986

A nnual : Deve lop iu g human r eso urces . Sn n Diego : n1 vc rS1l Y Assoc iates, 99- 1 OJ .

~lll ilh , R. & Z::ulli s, J . 2007 . lnt emct-IJa scd \ '1dc.:oc onf erencin g ~ r T t:ac hing and Lea rning: A · 111dcrclln Story. Distau ce Learuin g. January.

I \\ 1gg, C. 2003 . Im provi ng lea rn ing and reducin ' cos ts: C \\' moue ls lor onilnc learn ing. Educa use Q uart erl y,

Sep te mber-October, 28 -39 .

l ' c·~n n c.:,

D

.. lexak1s, CJ ., c ' PI J ll , A. 200 . Distance lc.: nm1n g programs fo r no n-Lr ndi ti nnl and tradi tional stuu c.: nts 111 th e bus1n ess disc iplines . On lin e .Journal of Dis tan ce Learnin g, 6(4), 1- 12.

Joum .d or l3uSI!lCS S & Lc.>dcrs hip R ..:s~Jrc h . Prac iJ CC and Teaching 2008. Vo l. 4. No. l , 10-19

Teso nc, D. & R1 cc i, P. 200 . Distance leaming programs for cnreer-changc business educa tors. Journal of Applied i\Ianagcment and Entrepreneurship , 8( 1), 57-65.

Thiruna ray::~ n a n , M. 0 . & Perez-Parado , A. 200 1-2002 . Comparin g web-based and c lass-based leamin g: A quantilali ve stud y . .Journal of Resea rch 011

Technology in Ed uca tion , 34(2) , 13 1- 137.

Wa

ng, W. 2006. ew

Yo rk In stitut e o fTechnology, Journal of Interacti ve Online Learning, 5( 1), 1-9.

Wi lson, . 200 I. Facult y nttitude ' about distance leaming. Educause Quar ter ly, 24(2), 70-7 1.

Wi ll ia

m

s, D.L. 200 I . A virt ua l c lass room in relation to educa tional models. Int ernational Journal of Edu ca tional T eleco mmunications , 7( I) , 23-32.

APPI~ND I X A

I. I prefer to lis ten to mus ic than view a piece of art work . 2. When doing so meth ing new at home or work I like to

see demonstrati ons, draw ings, s lides o r p sters. I o ft en wou ld rather listen to a lecture th an read the materi al in a book.

4. When lea rnin g a new co mp ut er app li cati on I prefer d iagrams or pi ctures .

5. My leve l o f anx iety in anl JCip:llion o f tak ing the requi red fin ance course was hi gh lo r va ri ous reasons.

6. I was somewhat apprehensive abo ut taking a finance course parti a ll y or totall y de li ve red online.

7. istening (O the aud io porti ons Ol th e prcscnl ali on red uced my anx ie ty as 11 relates to tak ing this co urse.

8. I prefer aud io meth ods o f co urse deli very to written mat eri al only.

9. The nudi o porti ons of the prese ntations a sisted me in the cx pl annti on o f processes which in vo lved mu lti pl e steps and form ul a ex planati ons.

10. Listening to the audi o portions of the c lass made the c lass more personal in nature.

I I . Lis tening to the audi o porti ons ass isted me in mastering the materi al.

12. Viewing the visua l port• ns of th e present ation reduced my anxiety as it relates to taking an online course.

13. I prefer visunl meth ods of co urse de li very to written materi al only.

14. The visual porti n of th e presentati ons ass isted me in the ex planati on o f processes whi ch in vo lved multipl e steps and formu la exp lanati ons.

15. V 1cwin g the visual porti ons of th e c lass made th e class more personal in nat ure.

16. Viewing th e visual p rti ons ass isted me in mastering th e materi al.

17. 13 lh the aud io and visual portions of the presentations reduced my anxiety as it relates to taking an online course.

18. I prefer audi o and visu::ll melh ds of cours deli very to written mnterial onl y.

9



Wyrostek and 1-lac rncr

19. The audio and v isual po rtio ns of the presentati o ns assisted me in the ex pl anatio n o f processes whi ch invo lved multiple steps and formu la exp lanati o ns.

20. Listening to the audi o and v iewin g the visua l porti o ns o f the c lass made the c lass mo re personal in na ture.

2 1. Listening to the audio and v iewing the v isua l po rti o ns ass is ted me in mas te ring the mate ri a l.

Journ al or Bus1n css & Leaders hip · Researc h. Prac1icc and r eac hin g 2008.Vo \. 4,N o 1. 10- 19

22. !l o w anx io us were yo u ::~bou t taki ng th is co urse '/ 23. Age o n your las t birthda y. 24 . Inco me afte r t::lxes (2006) . 25. G ende r. 26. I am a s tu dent in the fo ll owin g academi c prog ram. 27. Pro fess io nal Ca reer o r Fi e ld .

19 10



Documents

Using Audio-Visual Technology In Online Teaching: A Study