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Analysis of Perceived Satisfaction of Auditory Versus Text Lecture Delivery in
On-line Learning in Chippewa Valley Technical College
Associate Degree Nursing Students
by
Rcirey D. Pritchard
A Research Paper Submitted in Partial Fulfillment of the
Requirements for the Degree of Education Specialist
111
Career and Teclmical Education
Approved: 6 Semester Credits
Dr. Julhl111e Taylor, Fie@ 'Study Chair
The Graduate School
University of Wisconsin-Stout
May, 2010
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Author:
The Graduate School University of Wisconsin-Stout
Menomonie, WI
Pritchard, Rorey D.
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Title: Analysis of Perceived Satisfaction of Auditory Versus Text Lecture Delivery
in Online Learning in Chippewa Valley Technical College Associate Degree
Nursing Students
Graduate Degree/Major: Ed.S. Career and Technical Education
Research Advisor: Julianne Taylor, Ph.D.
MonthlY ear: May, 2010
Number of Pages: 108
Style Manual Used: American Psychological Association, 6th edition
Abstract
In an attempt to increase online student engagement, Chippewa Valley Technical College
nursing faculty had begun incorporating audio lectures in online program courses. The
research sought to examine student usage and satisfaction with both text-based and audio-
based lecture delivery methods within online classes. This study surveyed 36 unique
students enrolled in five selected online nursing program courses, which were divided into
audio-based and text-based lecture delivery. A control group of nine students had both
methods, and there were 45 surveys returned from all groups. Both methods demonstrated
similar perceived satisfaction pertaining to improved comprehension, grade outcomes, and
lecturer relatedness. Although respondents reported lower satisfaction with audio-lecture
delivery quickness, responses indicated perceived value in retaining both delivery methods in
future online courses.
Keywords: distance education, online, podcasting, e-Iearning, mobile learning.
The Graduate School University of Wisconsin Stout
Menomonie, WI
Acknowledgments
First and foremost, I would like to give my sincere appreciation to those who served
on my committee: Drs. JulianneTaylor, Daniel Riordan, Jodi Olmsted, and Carolyn
Barnhart. Their knowledge, support, and expertise were given generously and abundantly
throughout this process.
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I would be remiss to not mention the support of my friends and colleagues, especially
my classmate and friend, Jacqueline Bonneville, for her infinite support and motivation, as
well as my nursing educator colleagues, Kimberly Emstmeyer and Ann Gerrits.
And of course, I would like to thank my husband, Dr. Christopher Salfai , for his
endless encouragement and patience for my pursuit of personal and professional excellence.
I would also like to thank my children, Johnathan Reyna and Meredith Salfai, for their
inspiration to "keep going".
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Table of Contents
. . .. ..... . .. ................................................................................................ Page
Abstract. .. ....... ... ............................ .. .. .. ................... ................... ......... ......... ........ ................... .... 2
List of Tables .................................. ...... ........................... ........ ... .... ...................... ................... .. 7
Chapter I: Introduction ............... .. ... .. ....... .... ........................... ....... ............... ........... ........... ... ... 9
Statement of the Problem ............. ... ..... ......... .... ..... ... ........... .... .... .. ...... .... .................. .. 13
Purpose of the Study ...... ... ...... ... ...... ...... ....... .. ...... ....... .. .... ......................................... 13
Research Questions .............. .......................................... ...... ....................................... 13
linportance of the Study ......... .. ................................... ...... ... .... ....... ................. ............ 14
Limitations of the Study ... .. .... ...... .... ................................ ....... .... ... .. .. ... .... .. ........ ... ...... 16
Definition of Terms ... .... ......... .. .. .. .... ..... .. ...... ... .................. .... ...................................... 17
Methodology ..................... ......................................... .... ..... ..................... ................ ... 19
Chapter II : Literature Review ...... ... ... .. .......................................... .......................................... 21
Online Course Delivery at CVTC. ............................................................................... 21
Challenges Facing Online Learners ............................... ... ..... .. ...... .... .. ....... ....... .. ..... ... 22
Student Engagement and Leamer Satisfaction .. ........................ ....... ................. .. .. .... .. 24
Student Satisfaction with Podcasting ...... .. ............................. ....... ...... ......................... 25
Best Practices in Podcasting in Online Classes ........................... ...... .......... ................ 27
Conclusions ............................... ....... ........................................ ...... ... ....... ... ............. .... 29
Chapter III: Methodology .... ..... .. ... ........ .. ... ...... .. ...... ...... .. .. ..... ... ..... .............. ....... .. .... ..... .... .... 30
Research Design .............. .. ...... ... ...... ..... ....... .... .............. ... .... ... ...... ..... ...... .... ............... 30
Sample Description and Selection ............ .............................. ....... .. ............. ............... 31
Instrumentation ........................... .... ... ...................... ....................... ............................. 3 2
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Pilot Study ................................................................................................ ........ ............ 36
Media Used .................................................................................................................. 36
Procedures .. .......... ........................... .. .... .. ... ... ...... ....... .... ... ... .... ................... .. .. ............. 3 7
Data Analysis ....... .... ... .................... .......... .. ..... ........ .. .. ...... ...... .............. ... .. ............. .. .. 38
Limitations ................................................................................................................... 39
Summary ...................................... .. ....... .. ............................................... .... .................. 40
Chapter IV: Results ............................ ............... ......................... .. ...................... .. .................... 41
Introduction .............................. .. .... ............................................. ..... .......... .................. 41
Description of Population .. .... ............. .... ..... ........................... ... ...... ..................... ...... .41
Data Analysis ............................. .. ................................................ .. .. ... ......... ... .. .... ..... .. 45
Summary .................................. ............. .............................. ..... .. ........... ......... ........ ...... 66
Chapter V: Discussion .................... ............... .................................... ........... ........................... 67
Summary ................................. .. ...................................................... ............................. 67
Conclusions ............................ .......... .... ............................. .. ... ............ ...... ...... ... ........... 68
Recommendations .................... .................................................................................... 78
Summary .... .. .. ...... ......... ..... ........ .................................................... ...... ........................ 82
References ................................................................................................................................ 84
Appendix A: UW-Stout Instructional Review Board Approval.. .............. ............. ................. 90
Appendix B: Informed Consent. ....................................................... ................................ 91
Appendix C: Text-based lecture delivery survey ..................... .............. ........................ .......... 93
Appendix D: Audio-based lecture delivery survey ....................... ........ ..... ............. .. ............... 96
Appendix E: Supplement to audio-based lecture delivery student survey .............................. 99
Appendix F: Open Comments Text-Based Survey ................................................................ 1 00
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Appendix G: Open Comments Audio-Based Survey ............. ... ............. ......... .. ....... ...... .. ..... 102
Appendix H: Open Comments Supplementary Survey ........ .. .. ..... ............. .. ......................... 104
Appendix I: Instrument Use Approval Correspondence ..... ............... .... ......................... ....... 108
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List of Tables
Table 1: Comparison of Research Questions to Survey Items ........... ..... ....... .. ....................... 33
Table 2: Survey Responses by Course Distribution .............. .. ... ....... ..... .... ....... ..... .... .. ... .... .. . .42
Table 3: Student Status Distribution ...................... .... .... .................... .. ... ...... ........ .................. .43
Table 4: Gender Distribution ......... ..... ................... ....... ............................... ........................... .43
Table 5: Age Distribution ..... ..... ...... .... ..... ......... ... .................................................................. .44
Table 6: Previous Online Course Experience Distribution .... .. ........... ... .... .... ... .... ........... ... ... . .45
Table 7: Research Question 1: Frequencies and Mean Scores of Text-Based Lecture
Incidence ..... ............ ... .. ......... ... .. ..................... ................................ ... .......................... 46
Table 8: Research Question 1: Frequencies and Mean Scores of Text-Based Lecture
Usage .. ........................... ... ........................... ..... ....................... .. ... ... ........................ .... 47
Table 9: Research Question 1: Frequencies and Mean Scores of Text-Based Lecture
Rehearsal. ....... ...... .. ... .. ..... .. .... .......... .... ...... ...... .... ........................................................ 47
Table 10: Research Question 2: Frequencies and Mean Scores of Audio-Based Lecture
Incidence ............... ..... ..... ..... .. .................... .... .. .... ................ ..... .......................... ........ . 48
Table 11: Research Question 2: Frequencies and Mean Scores of Audio-Based Lecture
Usage ............................................................. .... ... ......... .... ... ........... ....... .. .............. .. ... 49
Table 12: Research Question 2: Frequencies and Mean Scores of Audio-Based Lecture
RehearsaL ............ ........ .. ..... ..................... .. ... .............................. ........................... ... .... 49
Table 13: Research Question 3: Frequencies of Perceptions of Audio-Based Lecture
Effectiveness ................. .............................. ....... ........ ......... .... ... ... .. ... .................. ... .. ... 51
Table 14: Research Question 4: Frequencies of Perceptions of Text-Based Lecture
Effectiveness ....... ... ... .... .... .. .. ..... ... ... ... ... .... ....... .. .................. .. .... ..... .............. ...... ... .. .. . 53
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Table 15: Research Question 5: Frequencies of Perceptions of Text-Based Relatedness to
Lecturer. .. ........ ... .... ........................... .. ... .. ............ .. .... .................. .. ..... .... .. .. .. .. .......... ... 54
Table 16: Research Question 6: Frequencies of Perceptions of Audio-Based Relatedness to
Lecturer. ............... .... ....... .................. .... .... ............... .. ..................... .... ... ...................... 55
Table 17: Research Question 7: Frequencies of Perceptions of Text-Based Lecture Delivery
Satisfaction .. .... ... ......... .... ........... ..... ........... .... ...... ... ... ... .. ............. ........ ... .......... ... .. ... ... 57
Table 18: Research Question 8: Frequencies of Perceptions of Audio-Based Lecture Delivery
Satisfaction .. .... ...... ...... ........... ... ... ............. .... .... ........... .................. ................ .............. 60
Table 19: Research Question 9: Distribution of Preference to Online Lecture Delivery
Method ........... ......................... ... ................................................ ... ..... ....................... ... 62
Table 20: T -test for Equality of Means .. .............. ................... ...... ...................... .. ...... .. ........... 65
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Chapter I: Introduction
In response to more flexible learning options, distance education (DE) continues to
expand rapidly in post-secondary education, especially over the previous decade (Chaney,
Chaney, Stellefson, & Eddy, 2008) . During the 2000-01 academic year, the u.s. Department
of Education (USDE) conunissioned an initial report to determine the extent of distance
education. The USDE report found DE is offered at 56% of 2- and 4-year Title IV -eligible,
degree-granting institutions (US DE, 2003). Of these institutions, 90% employed the Internet
utilizing asynchronous computer-based instruction as the vehicle for DE course delivery
(USDE, 2003). With an estimated three million students, DE enrollments are expected to
increase another 19% by 2013 (US DE, 2003).
Since the Department of Education's millennial report, annual surveys have been
conducted to track the character and scope of online post-secondary education trends. In the
latest report, results indicate that growth is continuing, although slower than in previous
years (Allen & Seaman, 2008). Over 3.9 million students, or nearly 20%, are taking at least
one online class, with the largest growth in two-year associate's institutions (Allen &
Seaman, 2008).
Within distance education offerings, instructors offer a variety of course lecture
delivery methods using an array of technologies to enhance online student learning. These
methods include text-based documents, books, and digital documents [e.g. PowerPoint™
presentations and outlines, PDF (Portable Document Format) documents, and diagrams], as
well as portable technologies using audio- and video-enhanced materials. Using MP3
(Moving Picture Experts Group Audio Layer 3) players, mobile phones, and PDAs (personal
digital assistants), or "enhanced portable technologies" in educational delivery is collectively
referred to as "m-Iearning" or "mobile-learning" (Evans, 2008). However, despite the
available apparent diversity in online lecture delivery, much of the distance education
materials are text-based with visual aids (USDE, 2003).
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Many students possess a specific sensorial learning style, demonstrating preference
and perceived benefit to particular content delivery methods (Mykota & Duncan, 2007;
Rhode, 2009). For instance, the visual learner tends to show preference to a more text-based
delivery, such as PowerPoint™ presentation, written handouts, and schematic drawings,
whereas the auditory learner would show a propensity toward spoken lecture, music, or other
sound demonstration (Howell, 2001). Moreover, learners may possess reading-related
learning disabilities, such as dyslexia or visual impairment, and may not fully profit from a
text-based learning environment (Buckley & Smith, 2008; Wood fine, Nunes, & Wright,
2006).
Another student challenge in DE is the feeling of disconnectedness in the online
community, leading to possible classroom estrangement, especially in novice or culturally
diverse student populations (Waters & Murphy, 2003). Edmondson (2007) stated according
to Gardner's Theory of Multiple Intelligences, learners with a tendency toward interpersonal
intelligence require "social interaction as a valuable context for learning and developing
understanding" (p. 35) needing social rapport as a base for knowledge acquisition. This lack
of connectedness can be exacerbated by the lack of "human contact" in a text-emphasized
learning environment, presenting specific challenges in learning that may impact student
satisfaction and learning retention (Edmondson, 2007).
Studies reviewed indicated many online learners are challenged in distance education
as they attempt to translate their lifelong skills of traditional face-to-face lecture learning into
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the online environment (Bassili & Joordens, 2008; Mykota & Duncan, 2007). Using these
established learning skills, integration of audio lecture to enhance text-based materials may
promote student learning as well as create an online rapport that enhances retention through
human engagement (Beldarrain, 2006; Buckley & Smith, 2008; Harris & Park, 2007).
Billings and Kowalski (2007) asserted, "implementing the use of podcasting [in nursing
education] is a way to enhance the methods currently used to reach and access the leamer,"
(p. 57) providing a cost-effective delivery modality for faculty as well as being portable and
convenient for the learner. However, despite student reports of increased interest,
engagement, and accessibility to the lecture material, Huntsberger and Stavitsky (2007) noted
that lecture podcasting may only translate into modest gains in student learning. Given the
extensive time commitment required to develop, maintain, and distribute audio-based
lectures, further research into the usefulness of audio integration should be studied (Blicblau,
2005; Huntsberger & Stavitsky, 2007).
Chippewa Valley Technical College is one of sixteen colleges within the Wisconsin
Technical College System (WTCS), serving an II-county region in West-Central Wisconsin
with a population of288,570 (CVTC, 2008). CVTC is a public, post-secondary college
offering a variety of degree-granting programs, professional diplomas, and certificates,
including an associate degree nursing (ADN) program (CVTC, 2008). In 2007, there were
490 program and pre-program associate degree nursing students at both the Bau Claire and
River Falls campuses (S. Bare, personal cormnunication, June 30, 2008).
One of the current strategic planning goals identified by Chippewa Valley Technical
College (CVTC) in 2007-08 includes an emphasis on quality education. CVTC's mission
and vision statements place importance on values which allow for modifying delivery modes
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to meet changing student educational needs while improving student retention rates (CYTC,
2008). In an effort to better understand student needs, CYTC conducts annual satisfaction
surveillance through Noel-Levitz Student Satisfaction Inventory (SSI) and compares these
results with national norms.
Some of the elements of this inventory include student perceptions related to
instructional effectiveness, which is part of a larger project directed at improving student
retention identified through Academic Quality Improvement Program (AQIP) initiatives.
CYTC has expanded its flexible options for its student population over the past decade, such
as online and hybrid course delivery, in an effort to meet these goals. As in national trends,
CYTC has seen growth in distance education over the past decade, presently offering nearly
10% of courses in online delivery and 2.7% in hybrid format (N. Olson, personal
communication, June 19,2008). In the spring semester of2008, 1,828 students enrolled in
online courses and 664 in hybrid format courses at CYTC (N. Olson, personal
communication, June 20, 2008).
In the fall semester of2008 within the CYTC nursing program, seven of the 126
nursing program course sections were delivered online and four are taught in hybrid format
(S . Sie, personal communication, July 14, 2008). Of the eleven online and hybrid nursing
courses, seven offer audio-based lecture delivery (N. Olson, personal communication, June
20, 2008). Current projections trend toward increases in both online and hybrid formats to
accommodate a broader service area throughout the state. Despite the growth in intemet
based course offerings throughout CYTC, investigation as to the student satisfaction of
online lecture delivery methods has not been previously examined.
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Statement of the Problem
Many Chippewa Valley Technical College faculty, including those within the nursing
program, had begun to incorporate recorded lectures (i.e. podcasting) into their existing
online and hybrid education courses. The purpose of this transition from text-based lecture
to an audio-based lecture was to parallel student understanding and comprehension, as well
as to develop student-to-Iecturer interaction through flexible means of communication of the
audio learner (Blicblau, 2005; Evans, 2008). Currently, there is no conclusive data to
document perceived student satisfaction to audio-based versus text-based lecture delivery in
online and hybrid nursing courses at Chippewa Valley Technical College.
Purpose of the Study
Using readily available, inexpensive software, faculty can enhance existing online
text-based lecture materials by recording audio-based lectures that can be downloaded to a
portable device and replayed indefinitely. When coupled with other media such as
PowerPoint™ presentations and outlines, the learner can use the audio lecture to enhance
learning by engaging the lecture material, actively creating personally meaningful notes. The
purpose of this study was to determine CVTC nursing students' perceived satisfaction to
audio-based versus text-based lecture delivery in online nursing courses using an online
survey. Comparison of audio- to text-based lecture in the online course delivery may give
direction to future online delivery and establish value for future faculty and institutional
investment.
Research Questions
Analysis of audio lecture delivery should examine the following research questions:
1. How and to what extent do associate degree nursing students use the available text
based lectures in online nursing classes?
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2. How and to what extent do associate degree nursing students use the available audio
based lectures in online nursing classes?
3. Do associate degree nursing students perceive improved assessment scores when
using text-based lectures?
4. Do associate degree nursing students perceive improved assessment scores when
using audio-based lectures?
5. Do associate degree nursing students perceive relatedness with the lecturer when
using text-based lectures?
6. Do associate degree nursing students perceive relatedness with the lecturer when
using audio-based lectures?
7. What is the overall satisfaction of associate degree nursing students with text-based
lecture delivery?
8. What is the overall satisfaction of associate degree nursing students with audio-based
lecture delivery?
9. Do associate degree nursing students state a preference for audio- or text-based
lecture? If a preference to a specific lecture format was stated, what reasons for
preference were given?
Importance of the Study
This study is important for the following reasons :
1. Online learning is growing rapidly, especially over the past decade, especially in the
health education and promotion field (USDE, 2003; Allen & Seaman, 2008; Chaney
et a!., 2008). Beldarrain (2006) asserted that pod casting "provides students with
information that will help them feel connected to the learning community" (p. 141),
which may enhance student satisfaction and improve retention. Designing online
classes that incorporate lecture delivery strategies, such as podcasting, to improve
student satisfaction should be considered.
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2. According to Harris and Park (2007), educational podcasting empowers students by
affording on-demand, flexible learning that is repeatable in delivery. Assessing
CVTC's associate degree nursing students ' perceived satisfaction with audio-based
lectures may help stakeholders choose to direct resources for employing audio-based
lectures in other nursing courses at CVTC or within other college-wide program
applications.
3. Audio-based lectures have been shown to increase student satisfaction and modestly
enhance performance outcomes (Bassili & Joordens, 2008; Huntsberger & Stavitsky,
2007). Determination of associate degree nursing students' satisfaction with online
audio-based lectures can help direct CVTC faculty to utilize lecture delivery
strategies that enhance student satisfaction in the online learning environment.
4. Although monetary costs for audio software is typically nominal, faculty creation of
audio-based lecture for podcasting is a time-consuming venture, adding
approximately three hours to faculty workload on average for script development,
software training, recording, and posting for each lecture developed (Chaney et aI.,
2008; Huntsberger & Stavitsky, 2007). Technology's value should be measured to
determine whether student benefit is worth the institutional support required for
faculty time prior to adoption and implementation.
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5. Determination of associate degree nursing student satisfaction with audio-based
lecture can direct future college-wide implementation. According to Harris and Park
(2007), podcasting has the capacity to deliver knowledge to a larger learning audience
and to assist intradisciplinary collaboration among alumni, community members and
other faculty.
Limitations of the Study
This study focused on exploring the perceptions of audio- versus text-based lecture
technology for the Chippewa Valley Technical College (CVTC) associate degree nursing
population enrolled in an online nursing course in one semester.
1. The study was exclusive to associate degree nursing students enrolled in an online
course at CVTC. At the time of this study, the nursing program had a population with
a broad range of age (from 19-60 years), 90% female, and primarily Caucasian. The
study did not include online students in other educational disciplines, and the sample
size is relatively small. These features may limit the generalizability of the study's
findings.
2. Although based on an existing tool in Evans' study (2008), the data collection
instrument used in this study was partially created by the researcher. Other questions
were added to identify information about student use of text-based, and terms were
changed for readability. Although, professional nursing faculty familiar with online
audio lecturing reviewed the instrument for validity and course outcomes, this was
the first time the instrument was used in a study, so the reliability and validity have
not yet been determined.
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3. Although the online lecture was available to students at any time of the day or night,
variability in material access might have existed for a variety of independent factors,
including work and student schedule, competition for computer time at home or in
computer labs, and technology failures (e.g. power or Internet outages, CVTC web
maintenance, etc.) that may have limited access at times. Some students may not
have had comparable Internet connections (e.g. high-speed versus dial-up access),
which may have altered student satisfaction perception.
4. This study was conducted over a single semester, with content divided into the first
eight modules with text-based lecture delivery and the second eight modules with
audio-based lecture delivery. The content, although similar in nature and
presentation, may have vareied in complexity or difficulty for students.
5. Students at Chippewa Valley Technical College come from a variety of personal and
professional backgrounds. Students ' prior experience to podcasting or online
learning may have altered student perceptions of technological value or usefulness.
Additionally, the results also may lack generalizability to other nursing programs
students that do not have similar access to technology-based learning.
Definition of Terms
1. Associate Degree Nursing Student. Student enrolled in two-year program at a
technical, vocational, or community college in pursuit of a professional nursing
degree in order to obtain eligibility to be licensed and be employed as a registered
nurse.
2. Asynchronous learning. Learning in which interaction between instructors and
students occurs intermittently with a time delay. Examples are self-paced courses
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taken via the Internet or CD-ROM, Q and A mentoring, online discussion groups, and
email (Kaplan-Leiserson, 2008).
3. Audio-based lecture. See Podcasting.
4. Blackboard™. Course delivery management system used by Chippewa Valley
Technical College for distributing course information, learning objects,
announcements, and grades.
5. Distance education (distance learning). "Educational situation in which the
instructor and students are separated by time, location, or both. Education or training
courses are delivered to remote locations via synchronous or asynchronous means of
instruction, including written correspondence, text, graphics, audio- and videotape,
CD-ROM, online learning, audio- and videoconferencing, interactive TV, and FAX.
Distance education does not preclude the use of the traditional classroom. The
definition of distance education is broader than and entails the definition of e
learning" (Kaplan-Leiserson, 2008).
6. Internet. Global network used to connect data which provides services for
communication and user applications. This data will can be used to share information
for education, as well as for commerce and research (Kaplan-Leiserson, 2008).
7. Hybrid instruction. Instruction that blends face-to-face and technology-assisted
techniques to delivery course materials (Michigan State University, 2008).
8. Learning object. Any resource used to support learning, education or training
(Beck, 2009).
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9. Mobile learning (m-learning). Enhanced learning using mobile technologies, such
as personal data assistants (PDAs), pocket personal computers, digital media players,
and mobile phones to deliver instructional materials (Kaplan-Leiserson, 2008).
10. MP3 (Moving Picture Experts Group Audio Layer 3). A format of digitally
compressed music or audio files, which can be used on compatible devices designed
for storing and transmission (Kaplan-Leiserson, 2008).
11. Online. The state in which a computer or other compatible device is connected to
another computer or computer network such as the Internet in order to electronically
send or receive digital data (Kaplan-Leiserson, 2008).
12. PDA (personal digital assistant). Portable device used for data storage and
retrieval, especially personal information and contacts, reference materials, and
calendars, which can be used as a mobile extension of a desktop computer. (Kaplan
Leiserson, 2008).
13. PDF (portable document format). Adobe Systems™ platform for digital
documents used to view and transfer in original context and design (Kaplan
Leiserson, 2008).
14. Podcasting. "A method of distributing multimedia files such as audio or audio/video
programs over the Internet using elaborate syndication feeds for playback on mobile
devices and personal computers" (Billings & Kowalski, 2007, p. 56).
15. PowerPoint™. A Microsoft Office™ product used for delivery of digital slideshows
for presenting material (Sharpened Net, 2008).
16. Text-based lecture. Delivery of lecture infonnation or material using primarily
written documents (with or without pictures, graphs, or other illustrations) in any
format without audio component.
Methodology
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This study was designed to detennine student perception of satisfaction and value to
audio-based lecture delivery versus text-based lecture delivery in online courses in the
nursing program at Chippewa Valley Technical College. In order to measure student
satisfaction, a modified survey derived from an existing survey measuring student
satisfaction was modified slightly to more closely align with samples available to researcher
(Evans, 2008). Links to the online surveys were placed in respective online Blackboard
courses, and participants responded anonymously. Surveys for text-based lecture delivery
versus audio-based lecture delivery were compared to determine student satisfaction with
both lecture deliveries as well as to identify student preference to either delivery method.
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Chapter II: Literature Review
This chapter provides an overview of the trends in online education, as well as
utilization and appropriateness of audio-based media in lecture delivery, including nursing
education. The research published on the use of audio-based lecture delivery in distance
education was then reviewed. This research emphasized both the effectiveness of audio
based lecture delivery, as well as learner satisfaction with this methodology. Much of the
published research was conducted in the area of higher education, specifically in general
academic studies; however nursing education was less represented in the literature. Many of
the studies demonstrated well-represented sample sizes from a variety of disciplines and
academic settings.
Online Course Delivery at CVTC
In its most recent report to Chippewa Valley Technical College, the Academic
Quality Improvement Program (AQIP) made several recommendations, including refinement
of education and training for faculty who teach in alternative delivery formats. Furthermore,
CVTC identified the need to move forward in the pursuit of enhancing online instruction,
"ensuring that all courses taught in this manner are compliant with Quality Matters (QM)
standards and the implementation of Live Tutor" (CVTC, 2009). Among other criteria, these
QM standards incorporated principles which assessed online courses for their degree of
interaction between instructor-student and content-student, the use of media which supported
student engagement, and provision of alternative course content delivery (Quality Matters,
2009). Additionally, QM standards promoted engagement and community using both
auditory and visual delivery supported by literature for online course delivery best practices
22
in learning (Beldarrain, 2006; Howell, 2001; Ice, Curtis, Phillips, & Wells, 2007; Mykota &
Duncan, 2007; Quality Matters, 2009; Zhang, 2005).
Challenges Facing Online Learners
Online education affords a variety oflearner benefits, such as flexibility in learning
time, geographic accessibility, and lowered cost for commuting. Citing the recent economic
downturn coupled with rising unemployment and fuel costs, Allen and Seaman (2008)
reported demand for online learning should continue to increase, especially within the public
colleges in associate degree programs. Despite the convenience and accessibility of onbne
classes, much of the literature demonstrated numerous examples of caution for faculty and
learners in distance education.
Academic preparation was cited as a primary indicator for success or attrition for
online adult learners, regardless of age (Albright, 2003). Consequently, learners who
achieved higher levels of education, higher grade point averages, or had past experience with
the online learning demonstrated more success in course and program completion. Alblight
(2003) further noted that the ability for learners to integrate online learning activities within
their other daily obligations was a consistent determinant of online learning success.
Other key indicators for determining online learner success cited included social and
cultural connectedness, cost, goal-setting, motivation, personal commitments, and support
(Albright, 2003; Waters & Murphy, 2003). Although challenges in these indicators posed
potential problems for any higher education venture, the distance education environment was
noted to be inherently less structured, requiring the learner to learn through self-regulation
without the cues familiar in a traditional classroom (Albright, 2003). Accordingly,
inadequate learner self-regulation combined with poorly managed internal and external
stressors placed some online learners at greater risk for dissociation and attrition than their
traditional counterparts.
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Yet another challenge that presented itself within the online learning environment
was the variability whereby individuals learn. Instructional design within the online
classroom should consider using Gardner's Theory of Multiple Intelligences, which assumed
learners possess varying abilities within eight realms of intelligences, making it exceedingly
important for learners to identify a good fit between learning styles, abilities, and preferences
(Albright, 2003; Edmondson, 2007; Maag, 2006; Mykota & Duncan, 2007). Additionally,
Cebeci and Tekdal (2006) noted pod casts made material more accessible to a wider diversity
of learners.
In a study conducted by Mykota and Duncan (2007), researchers sought to determine
the affect of social presence and individual learning characteristics of online students. The
study surveyed 73 participants. Sampled were educators enrolled in special education
certification courses online at the University of Saskatchewan, and all had already achieved
their Bachelor of Education degrees and at least one year of teaching experience. The study
found two significant predictors of social presence and course success: past experience with
online classes and computer-mediated communication proficiency. A pre-course activity
designed to acquaint novice learners with technical expectations was recommended as a
result of the findings.
Finally, the online learning environment may pose a significant challenge to students
with learning or sensory disabilities. Wood fine et al. (2006) conducted a qualitative and
statistical study with 32 dyslexic students in two groups designed to study their perceptions
of online learning. The findings indicated many dyslexic students, "might suffer from
24
embarrassment, shame, and even guilt about their ability to interact with other learners when
in a synchronous environment" (Woodfine et aI., 2006, p. 712). The researcher cautioned
students with reading disabilities, such as dyslexia, struggled beyond access when online
courses relied too heavily on text-based or synchronous learning activities. These learners
may feel marginalized and unengaged if left in an online learning environment that placed
undue emphasis on text-based activities (Woodfine et aI., 2006). Moreover, learners with
sensory disabilities, such as blindness or deafness, may not be able to take full advantage of
online courses that provided few alternatives to either a text-based or audio-based format
(QM,2009).
Student Engagement and Learner Satisfaction
Much ofthe literature emphasized the importance of student engagement and
connectedness, which was cited as a key factor for student retention, learning, and
satisfaction in online courses. Mykota and Duncan (2007) asserted "that when learners
experience a high degree of social presence, they are more likely to engage in higher order
critical thinking" (p. 158). This learner ability to achieve "academic integration" between
online learning objects and connection to the online community, including faculty, tutors,
and other students, was determined to be a key predictor of success (Albright, 2003). Social
presence may be achieved in a variety of ways, such as inclusion of synchronous and
asynchronous discussions or use of audiovisual technology. Audio enhancement to primarily
text-based courses, such as podcasted lectures and feedback, had been implicated in not only
increased connectedness, but also increased student satisfaction, instructor relatedness, and
improved content retention (Beldarrain, 2006; Evans, 2008; Ice et aI., 2007).
25
In his research, Zhang (2005) sought to test the hypothesis that students utilized
interactive activities. He studied 51 students in three treatments in a group. One group was a
fully interactive online group with access to video, lecture notes, slides, and audio. One
group was a less interactive group without control buttons for direction, and one group was in
a traditional classroom. The findings of this study indicated significance in performance
improvement and higher levels of satisfaction with the fully interactive group than in the less
interactive or traditional classes.
Zhang (2005) noted some of the common problems afflicting online courses may
contribute to the lack of human contact, including limited instructor time, unreliable and
inconsistent technology support, and inadequate student technology skills. However, online
cornrnunity-building need not be fraught wi th confounding issues. Provision of pre-course
instructional activities may help guide learners to engage in highly collaborative computer
mediated communication and identify technology issues early (Mykota & Duncan, 2007).
Using constructivist environments to encourage student interaction, technology can be used
to build community and interaction in online learning, such as wikis, blogs, and podcasts,
many of which are available using simplistic software (Beldarrain, 2006).
Student Satisfaction with Podcasting
The popularity of podcasting has increased considerably over the past decade, as well
as the sales of digital MP3 players (such as iPods), which allowed music and information to
be more mobile. Podcasting has become increasingly popular within distance education,
allowing faculty to use this medium to deliver lectures and learning objects using sound
rather than only text or pictures. Albright (2003) asserted the success of online courses is
keenly determined by online student satisfaction, citing seven related factors: instructor
26
connectedness, technology, course management, support personnel, promptness of material
delivery, at-site personnel, and out-of-class communication with the instructor. Podcasting
can provide the technology needed to achieve satisfaction through enhanced connectivity and
community in distance education.
Overall, the research indicated students embraced podcasting in online classes. In a
pilot study, Huntsberger and Stavitsky (2007) sought to determine satisfaction with and
usage of pod casting by their marketing students prior to broader pod casting implementation.
In their study, 89% of the 249 students reported to have listened to the podcasts at least once,
with nearly 35% listening to them more often. An overwhelming 95% reported that the
podcasts helped them succeed in the classes. Some satisfaction distracters were identified
when some students reported difficulty with digital connection, as well as occasional
challenges in infOlmation comprehension (Huntsberger & Stavitsky, 2007). Surprisingly, the
researchers noted 40% of the respondents supplanted the textbooks in favor of the podcasts,
with some reporting textbooks '<unnecessary".
In another study conducted by Maag (2006), the researcher studied listening habits of
34 undergraduate and graduate students in a medical-surgical nursing skills course using
audio lectures over a semester. The findings indicated 50% of the students reported to have
listened to at least half of the lecture podcasts and 30% had listened to the audio lectures
more than once. Despite the fact that most students reported to have owned an MP3 player,
most students used their personal computers to listen to the podcast lectures,.
Most of the studies examined student satisfaction with podcasting echoed the findings
by Hunstberger and Stavitsky. Factors cited in the literature as contributors to satisfaction
included convenience, helpfulness in studying for homework and exams, catching up on
27
missed classes, improving note-taking, and clarifying information from readings and in-class
lecture (Copley, 2007; Evans, 2008; Forbes & Hickey 2008; Koo & Sandars, 2008; Lane,
2006; Lonn & Teasley, 2009; Maag, 2006). Students reported a perception that pod casting
had contributed to improvement in their examination scores (Bassili & 100rdens, 2008;
Forbes & Hickey, 2008; Maag, 2006). Bassili and 100rdens (2008) further noted students felt
audio lectures might have afforded an advantage over face-to-face lecture, as they could
control learning by reviewing, pausing, and seeking through material. Many students
reported greater engagement and enthusiasm when using podcasting in their online classes
(Copley, 2007; Evans, 2008). Despite the mobility, however, students tended to listen to the
podcasts on their personal computers rather than on MP3 players. Results agreed across the
studies that examined mobility and satisfaction, that although they liked the portability of
podcasting, it was not cited as a key factor to their satisfaction (Copley, 2007; Lane, 2006;
Maag, 2006)
Best Practices in Podcasting in Online Classes
One of the principal recurring recommendations discussed in the literature was the
importance of internal computing infrastructure competence, available student and faculty
support, and instructional design capacity of the course management system. Studies
reviewed discussed the importance of comprehensi ve planning ptior to podcast
implementation in distance education. Preplanning should include assessment of intended
learners as well as desired course outcomes to address possible conflicts with existing
technology or any required training (Beldarrain, 2006; Blicblau, 2006).
Online courses should be designed with technology that will augment, rather than
replace, faculty and content with particular emphasis placed on differentiated strategies to
28
meet the needs of diverse learners (Harris & Park, 2007; Howell, 2001). Chaney et aI. (2008)
further asserted that prior to online course creation and deployment, a systematic plan, such
as the ADDIE (analysis, design, development, implementation, and evaluation) model,
should be used to tailor an existing face-to-face course to an online delivery format to help
identify alignment with these goals.
The literature maintained simply adding podcasting to an online course did not
necessarily ensure learner connection with others in the class or course materials (Bassili &
Joordens, 2008; Beldarrain, 2006; Howell, 2001; Lonn & Teasley, 2009). However, podcasts
could effectively meet pedagogical outcomes when used as learning objects, particularly for
auditory learners for whom text "may have little meaning until it is heard" (Cebeci & Tekdal,
2006, p. 54). Much ofthe literature further cited the importance of utilizing supplemental
student-student and student-teacher interaction with learning objects that are active, flexible
and place-independent (Blicblau, 2006; Chaney et aI., 2008; Harris & Park, 2007; QM,
2009). Moreover, in studies that compared traditional audio lecture versus two-way audio,
students were more engaged when the interaction is bidirectional, regardless of its
synchronicity (Albright, 2003).
While studies demonstrated overwhelmingly high satisfaction with podcasts, students
reported difficulty hearing questions, participating in classroom discussion, and having
access to class visuals (such as PowerPoint™ presentations) with recordings made from
traditional class lectures. Addressing sound quality, Lane (2006) suggested instructors could
record from lecture notes, ideally imbedded within the PowerPoint™ presentation. However,
this private recording might lose some of the richness afforded from class discussion. If
instructors choose to record from the classroom, Lane (2006) suggested instructors repeat
class questions before answering, provide visual documents online, and consider student
contribution of short audio content for class discussion. Lane (2006) further recommended
instructors announce any visual material references or titles in order to allow students to
identify posted supplemental documents or slides.
Conclusions
29
Similar to other higher education institutions over the past decade, Chippewa Valley
Technical College had experienced significant growth in its online and hybrid course
delivery. Throughout the college, faculty were asked to provide quality education while
concurrently improving student retention within distance education. However, simply adding
technology objects within online classes could not ensure students are leaming, engaged, or
satisfied. The literature reviewed demonstrated overwhelming satisfaction among students
who used pod casting in their online courses. Consensus existed among researchers that
engagement was correlated with retention ofleaming material. Provision of differentiated
approaches, such as podcasting lecture delivery, may improve student relatedness, foster
community, and enhance satisfaction within online classes. Research agreed that although
podcasting could be beneficial to student leaming, appropriate application of course content
with additional bidirectional communication increased student engagement. Additionally,
course design should consider available technology capacity, user support, and intended
populations for appropriate application of podcasting.
30
Chapter III: Methodology
This study was designed to determine student satisfaction perception and value of
audio-based versus text-based lecture delivery in online courses in the nursing program at
Chippewa Valley Technical College. After securing approval from the Institutional Review
Boards at both CVTC and UW-Stout on August 5, 2008, an online survey link was placed
within respective online Blackboard courses dependent upon their lecture delivery method
between October 13 and October 24,2008 (see Appendix A). Participants were given
instructions and a statement of consent to participate prior to answering questions (see
Appendix B). The researcher was not present at the time survey participants completed the
surveys, as they were completed anonymously from personal computers. Surveys for text
based lecture delivery versus audio-based were compared to determine student satisfaction;
the control course received both surveys after completion of each delivery method for seven
weeks each. Delivery method preference was surveyed for the control group only.
This study utilized both qualitative and quantitative approaches to determine
perceived value and satisfaction of text-based versus audio-based lecture delivery methods in
an online learning environment. The purpose of this research was to garner an understanding
as to the potential benefit and usefulness of implementing audio lecture into online lectures
by gathering student perceptions of text-only lecture materials and comparing to audio
enhanced lectures.
Research Design
In order to satisfy the stated purpose of this study, the researcher chose to utilize a
comparative design in order to examine and describe the effects of the two online nursing
classes at Chippewa Valley Technical College: text-based versus audio-based lecture
31
delivery. Using a modified rendering of a previously-tested survey on podcasted lecture
delivery, two surveys were created with similar formatting and item alignment: one on text
based lecture delivery and one on audio-based lecture delivery. The control class was given
text-based delivery with respective survey for first half of the course, and audio-based
delivery with respective survey for the second half of the course with two additional
questions regarding student preference of delivery methods.
Participants were chosen using subjects available to the researcher of nursing
program students enrolled in one of five online nursing courses during the fall 2008 semester.
Of the five online courses, two had text-based lecture only, two had audio-based lecture, and
one control class had half text- and half audio-based lecture delivery. All courses were
predetermined prior to the initiation of the research without regard to actual student
enrollments established. Online participants were given an Internet address to an electronic
survey program (Survey Monkey at http://www.surveymonkey.com) with student rights
posted at the midpoint of the semester, each with their appropriate survey - the control group
received respective survey links at the end of each half. Data was collected for all three
groups and analysis was conducted during weeks 8 and 9 in the fall semester of 2008 at
Chippewa Valley Technical College.
Sample Description and Selection
Participants consisted of students in each of four semesters (except semester two) of
the nursing program at Chippewa Valley Technical College (CVTC). According to the
registration department at CVTC, 490 program and pre-program shldents were enrolled in
the nursing program in 2007 at both the Eau Claire and River Falls campuses (S. Bare,
personal communication, June 30, 2008). Approximately 10% of all courses during the fall
32
2008 semester were provided through online delivery and 2.7% were hyblidized format. In
the fall 2008 semester, there were approximately 130 students in online and hybrid nursing
courses; however this represented the total enrollment and did not reflect unique student
enrollment numbers.
Demographically, CYTC nursing students came from a variety of personal, technical,
and professional experiences. All students had been trained as certified nursing assistants
(CNAs) prior to admission into the nursing program, however actual work experience was
not required. Some students had completed the licensed practical nursing (LPN) degrees and
licensure and were returning for completion of their associate degree in nursing (ADN),
which was a prerequisite to registered nurse (RN) licensure. Students in the nursing program
ranged from 18-60 years of age. A total of 36 unique respondents completed 45 surveys.
Instrumentation
Using an existing British research survey created by Evans (2008), items were
reworded slightly to reflect American English terms. The survey was also partitioned into
two separate surveys: one survey reflecting questions for text-based lecture delivery, and one
survey with questions for audio-based lecture delivery (see Appendixes C and D). This was
done in order to allow comparisons between available online nursing classes used in the
study that were exclusively text-based and those that were audio-based. The control class
was given two additional questions regarding delivery preference at the end of their audio
based survey (see Appendix E). The questions were worded and numbered similarly
between the text- and audio-based surveys to facilitate item analysis. The Consent to
Participate to UW-Stout Approved Research disclaimer was placed at the beginning of both
surveys per Institutional Review Board requirements for studies using human subjects in
33
order to inform participants of the study's purpose and of their rights (see Appendix B).
Permission had been granted via email from the survey's author prior to administration (see
Appendix F). A comparison of the research questions was posed in a graphic display to
demonstrate alignment with proposed survey questions for each survey. The paired research
questions can be viewed in Table 1.
Table 1
Comparison of Research Questions to Survey Items
Research Question Text-Based Survey Item Audio-Based Survey Item
Paired Research Questions: Usage
1. How and to what extent 1. For this class, the 1. For this class, the
do associate degree percentage of modules of percentage of modules of
nursing students use the which I read the lecture which I listened to the
available text-based notes was: percentage. audio lectures was:
lectures in online 2. For this class, when I percentage.
nursing classes? read the lecture notes for 2. For this class, when I
2. How and to what extent each module, I mostly listened to the audio
do associate degree read them: method. lectures for each module, I
nursing students use the 6. Overall, I tend to read mostly listened to them:
available audio-based the lecture notes more method.
lectures in online than once. 6. Overall, I tend to listen to
nursing classes? the audio lectures more
than once.
34
Table 1
Comparison of Research Questions to Survey Items (continued)
Research Question Text-Based Survey Item Audio-Based Survey Item
3.
4.
5.
6.
Paired Research Questions: Perception of Grades and Understanding
Do associate degree 7. Reading the lecture notes 7. Listening to the audio
nursing students helped me get better lectures helped me get
perceive improved grades on my exams. better grades on my
assessment scores 8. Reading the lecture notes exams.
when using text-based helped me get better 8. Listening to the audio
lectures? grades on my class lectures helped me get
Do associate degree assignments. better grades on my class
nursing students 10. When studying, I feel I assignments.
perceive improved understand the learning 10. When studying, I feel I
assessment scores material when reading the understand the learning
when using audio- lecture notes. material when listening to
based lectures? the audio lectures.
Paired Research Questions: Perception of Instructor Relatedness
Do associate degree
nursing students
perceive relatedness
with the lecturer when
using text-based
lectures?
Do associate degree
nursing students
perceive relatedness
with the lecturer when
using audio-based
lectures?
9. I feel I can relate to the
lecturer when reading the
lecture notes.
9. I feel I can relate to the
lecturer when listening to
the audio lectures.
35
Table 1
Comparison of Research Questions to Survey Items (continued)
Research Question Text-Based Survey Item Audio-Based Survey Item
Paired Research Questions: Perception of Satisfaction
7. What is the overall 3. Reading the lecture notes 3. Listening to the audio
satisfaction of for each module in the lectures for each module in
associate degree class is an effective way to the class is an effective
nursing students with study. way to study.
text-based lecture 4. Reading the lecture notes 4. Listening to the audio
delivery? for each module is a lectures for each module is
8. What is the overall convenient way to study. a convenient way to study.
satisfaction of 5. Reading the lecture notes 5. Listening to the audio
associate degree for each module is a quick lectures for each module is
nursing students with way to study. a quick way to study.
audio-based lecture 11. I think that lecture notes 11. I think that audio lectures
delivery? are valuable and should be are valuable and should be
kept in future classes. kept in future classes.
12. Overall, I was satisfied 12. Overall, I was satisfied
using the lecture notes to using the audio lectures to
study for each module. study for each module.
13. Please explain why you 13. Please explain why you
responded to question #13 responded to question #12
the way you did . the way you did.
Research Question: Supplemental Survey Only
9. Did associate degree nursing students 14. After using both the text-based and the
state a preference for audio- or text-based audio-based lectures: lecture delivery
lecture? If a preference to a specific method preference.
lecture fonnat was stated, what reasons 15. Please explain why you responded to
for preference were given? question #14 the way you did.
Pilot Study
A pilot study of each instrument was conducted to help identify problems with
accuracy, readability, understandability, and layout. Prior to administration, three CYTC
nursing program faculty offered suggestions for minor changes in wording as well as
provision of space allowing for comments where the potential for follow up responses
existed. Additional questions were added to garner demographic infonnation for future
analysis. Faculty participants provided verbal feedback regarding survey items begin in
alignment with nursing program competencies, as well as institutional goals for student
retention.
36
After revisions were made to the updated survey, a pilot version was administered to
CYTC nursing faculty members and two CYTC students who were not in the nursing
program. All pilot study participants had prior experience with podcasted lecture delivery.
Paper copies of the survey were administered-for the pilot as the web-based survey was not
available in time for the pilot. No participant took longer than 10 minutes to complete the
survey, and feedback resulted in minor revisions in formatting and grammar.
Media Utilized
Participants were required to use a computer with Intemet access (either at home, on
campus, or other available location) in order to participate in the study. Throughout the
courses, participants had access to their text- and audio-based lecture delivery exclusively
through secured CYTC Intemet access using the Blackboard™ course delivery platfonn.
The control group had access to exclusive text-based lecture delivery in the first half of the
course and exclusive audio-based lecture delivery in the second half of the course. When
text-based lecture was delivered, lecture materials were either provided separately on
37
uploaded Microsoft Office Word™ documents using 12-point Times New Roman font or
direct lecture notations made within Microsoft Office PowerPoint™ slides without audio
enhancement. Audio-based lecture materials were delivered either as embedded audio in
PowerPoint™ slides using Camtasia ™ recording software or as a separate recording
augmenting a separate PowerPoint™ presentation using Audacit/M recording software.
Audio lectures were converted to MP3 format and uploaded to respective courses on
Blackboard TM . Students could choose to listen to the audio lecture on their personal
computers or portable device that supported MP3 files (e.g. iPod™). Like the text-based
lecture scripts, the audio-based lectures could be reviewed an indefinite number of times any
time.
Procedures
All participants in the study were subjects available to the researcher: students
enrolled in one of five predetermined online nursing courses in the fall 2008 semester at
Chippewa Valley Technical College (CVTC) in Eau Claire, Wisconsin. Data were collected
using sampling techniques from participants in the following classes: (1) two online nursing
program classes (Pharmacology and Critical Care Nursing) with text-based lecture delivery;
(2) two online nursing program classes (Fundamentals and Complex Health Alterations I)
with audio-based lecture delivery; and (3) one online nursing program class (Perioperative
Nursing) which served as a control group in which the first half of the class was delivered in
text-based lecture and the second half delivered in audio-based lecture. Although all courses
selected for the study were within the associate degree nursing program at CVTC, each
offered varying content, curricula, and student levels. This selection was done in this manner
due to the limited number of available courses meeting research criteria with associated
student enrollment. Of the 56 students enrolled in the five selected study classes, 15
completed the text-based survey, 30 completed the audio-based survey, and nine students
from the control group took both surveys (64.3% response rate, n = 36 unique survey
respondents).
38
Using comparative analysis in a 16-week long associate degree nursing course,
students were assigned a survey access link via the Internet. The survey did not ask for
respondents to identify themselves by name to protect confidentiality. The survey asked for
some demographic information, including age, gender, associated online class, and past
experience with online classes. All students enrolled in the online version of Pharmacology,
Critical Care Nursing, and Perioperative Nursing courses were given the online text-based
survey at the midpoint of the semester after exclusive exposure to text-only lecture delivery.
Students enrolled in the online version of Fundamentals, Complex Health Alterations I, and
Perioperative Nursing courses were given the online audio-based survey at near the endpoint
of the semester after receiving audio enhancement to their lecture delivery. The
Peri operative Nursing course was a control group. They received two additional questions
regarding preferences with both lecture delivery methods. The results were analyzed to help
determine usage and comparative satisfaction between the two delivery methods.
Data Analysis
After providing some demographic infolmation, participants rated most responses
according to their relative agreement or disagreement with a five-point Likert-type scale for
the majority of the survey items: strongly agree (SA) = 5, agree (A) = 4, neutral (N) = 3,
disagree (D) = 2, and strongly disagree (SD) = 1. Some items sought to answer a specific
frequency or mode of delivery. At the end of each survey, participants were provided open
comment text boxes and asked to comment further on the respective previous question in
order to gamer further clarity as to their satisfaction or dissatisfaction. For the items that
were designed for Likert or Likert-like scale responses, the mean was computed. Using
statistical analysis of responses, frequencies and independent sample t-tests were used to
analyze the inferential data to answer the nine research questions mentioned previously in
this study.
Limitations
39
As with any study that utilizes sampling, limitations of generalizability can exist to
the broader implications of scientific and educational value due to the possibility of bias
intrusion. Using a population available for this study, the researcher was limited to a sample
of only 36 nursing student respondents with varying educational and experiential
backgrounds within a single technical college in west-central Wisconsin. The study was
limited to one semester for its surveillance.
The study may have been limited by the fact that, although the instrument was used in
previous research, some questions were reworded to reflect American English tenus. Evans'
(2008) research had been conducted with a larger in a business program rather than
healthcare. Nursing program technology is broadly variable in application, as much of
nursing education is external to traditional lecture classrooms; such is the case in clinical
experience in workplace settings and skills laboratories.
Another limitation identified was the variability in individual instructor courses,
specifically as it relates to application of technology and learning objects. Since faculty at
CVTC maintain their own courses within Blackboard, lecture material (such as inclusion of
anecdotal accounts) may vary considerably in individual lecture notes, regardless of delivery
40
methodology. Additionally, diversity within individual instructor teaching methodology,
styles and technology emphases likely existed. Even subtle variability in these factors may
have influenced student satisfaction if alignment with student needs or expectations was not
met.
Finally, individual student experience or access to technology, specifically as it refers
to the Internet and/or podcasting, may have altered student perceptions of technological value
or usefulness. Personal feelings related to technological competency or ineptness may have
impacted student perceptions of delivery method satisfaction.
Summary
This investigative study intended to determine associate degree nursing students'
perceptions of text-based versus audio-based lecture delivery in online nursing classes.
Thirty-six nursing students responded to a survey addressing their opinions. Nine nursing
students in a control group responded to both surveys, and 8 of the 9 in the control group
completed the supplementary survey with two additional items related to delivery preference.
Demographic information requested included age range, gender, and experience with online
courses. Students from three of the four semesters of the nursing program were represented
in the responses, excepting semester two. Respective surveys were answered dependent
upon available lecture delivery method within their surveyed class.
41
Chapter IV: Results
Introduction
The purpose of this study was determirnng associate degree nursing students' usage
and perceived satisfaction of text-based versus audio-based lecture delivery in online nursing
classes. The results of the study are reported in this Chapter. Frequencies in the survey data
were analyzed using descriptive and inferential statistics to answer the research questions.
An independent samples test was established by removing Perioperative nursing responses
from the audio-based survey results to demonstrate an independent sample between the
audio- and text-based lecture groups. Although the research questions did not seek to
determine the significance of patiicipant demographics on usage and satisfaction,
information was collected for the purpose of future investigation.
Description of Population
The demographic characteristics of the sample of 56 associate degree nursing
students included data collection on current online class, student status, gender, age, and
previous online experience at the beginning of each survey. Demographic questions were
completed on all surveys.
Sample. A total of 45 surveys were completed for this study with 36 unique
respondents out of from 56 potential respondents (64.3% response rate). Survey completion
distribution included: 15 students (33.3%) completed the text-based survey, and 30 students
(66.7%) completed the audio-based survey. Of the 45 survey responses, six students were
enrolled in the text-based Critical Care course (13.3%), nine were in the text-based section of
the Perioperative course (20%), five were in the audio-based Fundamentals course (11 .1 %),
12 were in the audio-based Pharmacology course (26.7%), four were in the audio-based
42
Complex Health Alterations I course (8.9%), and nine were in the audio-based section of the
Perioperative course (20%). Distribution can be seen in Table 2.
Table 2
Survey Responses by Course Distribution
Lecture Delivery Method Responses
Course Text-Based Audio-Based Totals
Critical Care Nursing 6 0 6
Perioperative Nursing 9 9 18
Fundamentals 0 5 5
Pharmacology 0 12 12
Complex Health Alterations I 0 4 4
Total 15 30 45
Distribution Status. All of the survey respondents were enrolled in an online
nursing course at CYTC. Respondents were either a student in the associate degree nursing
program or a continuing education student practicing as a registered nurse. All semesters of
the nursing program were represented in the survey with the exception of those in the second
semester. Of the 45 responses, 15 students reported to be in their first semester of the
nursing program (33.3%), nine students were in their third semester (20%), 14 students were
in their fourth semester (31.1 %), and seven students were registered nurses (15.6%). Results
can be viewed in Table 3.
Table 3
Student Status Distribution
Status
Nursing Program: Semester 1
Nursing Program: Semester 4
Nursing Program: Semester 3
Continuing Education: Registered Nurse
*n =45
Responses*
15
14
9
7
Percentage
33.3%
31.1%
20.0%
15.6%
43
Gender. Both male and female students participated in the survey. The survey
respondents were, however, overwhelmingly female, having comprised 97.8% of the
responses (n = 44). Only one male student responded to the survey (2.2%). The current total
male population in the CVTC nursing program is 10%. In 2004, the United States
Department of Health and Human Services reported males represented 5.8% ofthe total
registered nurses (USDHHS, 2009) . This can be observed in Table 4.
Table 4
Gender Distribution
Female
Male
*n = 45
Gender Responses*
44
1
Percentage
97.8%
2.2%
Age. Of the 45 completed surveys, 22 student respondents represented the under-25
age grouping (48.9%). Sixteen students (35.6%) were in the 25-34 age grouping, and six
44
students (13.3%) were in the 35-44 age grouping. There was one student who reported to be
in the 45-or-older group, which represented 2.2% of the total responses. This can be
observed in Table 5.
Table 5
Age Distribution
Age of Respondents
<25 years old
25-34 years old
35-44 years old
45 years or older
*n =45
Responses*
22
16
6
Percentage
48.9%
35.6%
13.3%
2.2%
Previous Online Experience. One of the factors that may have affected student
satisfaction perceptions about usage could have been influenced by their past experiences
with online classes, regardless of the lecture delivery method. Of the 45 student responses,
six (13.3%) had indicated no prior experience with online courses, 19 (42.2%) specified past
participation in one to two online courses, nine (20%) indicated to have taken three to four
previous online courses, five (11.1 %) reported to have taken between five and six online
courses, and six (13.3 %) reported past experience to be seven or more onl ine classes. This
can be observed in Table 6.
Table 6
Previous Online Course Experience Distribution
Number of Previous Courses
1-2 previous online/hybrid classes
3-4 previous online/hybtid classes
No previous online/hybrid classes
7 or more onlinelhybrid classes
5-6 previous onlinelhybrid classes
*n =45
Data Analysis
Responses*
19
9
6
6
5
Percentage
42.2%
20.0%
13.3%
13.3%
11.1 %
45
The nine research questions were designed to determine student satisfaction in online
lecture delivery using indicators such as lecture usage, instructor relatedness, facility, and
perceived benefit to learning. The first two research questions (Research Question 1 and
Research Question 2) sought to answer how students use each lecture delivery method and to
what extent they are used. The next pair of questions (Research Question 3 and Research
Question 4) sought to compare student perceptions of each lecture delivery method for
improved understanding and course grades. The next pair of questions (Research Question 5
and Research Question 6) examined student perceptions of instructor relatedness in each of
two lecture delivery methods. The last paired set (Research Question 7 and Research
Question 8) considered the students' overall satisfaction wi th their lecture deli very method.
Finally, eight of the nine students in the control group responded to Research Question 9
regarding preference of delivery after using both methods.
46
Research Question 1: How and to what extent do associate degree nursing
students use the available text-based lectures in online nursing classes? Three items
were asked to determine students' usage of text-based lectures with 15 respondents (items I,
2, and 6 on the text-based survey) . The first survey item to address this research question
(Survey Item 1) stated, "For this class, the percentage of modules of which I read the lecture
notes was (percentage choice)." This item received a mean rating of3.33, with 12 students
(80%) having read at least half ofthe text-based lectures. This is observed in Table 7.
Table 7
Research Question 1: Frequencies and Mean Scores of Text-Based Lecture Incidence
Text-Based Survey Item*
1. For this class, the percentage of modules of which I read the lecture notes was : percentage.
*n = 15
<25%
N % o 0.0
25-50% 51-75% >75% M
N % N % N % 3 20.0 4 26.7 8 53.3 3.33
SD
0.816
The second survey item to address this research question (Survey Item 2) stated, "For
this class, when I read the lecture notes for each module, I mostly read to them (method
choice)." This statement had a mean score of 1.27, indicating a high student preference to
using the text-based lecture in a printed format over reading the document on a computer or
other device. This is observed in Table 8.
47
Table 8
Research Question i: Frequencies and Mean Scores a/Text-Based Lecture Usage Method
Text-Based Survey Item*
2. For this class, when I read the lecture notes for each module, I mostly read to them: method.
*n = 15
Personal Portable Printed Computer Device Other M
N % N % N % N % 11 73.3 4 25.7 0 0.0 0 0.0 1.27
The last survey item to deal with this research question (Survey Item 6) asked,
SD
.458
"Overall, I tend to read the lecture notes more than once." This produced a mean score of
3.40, indicating moderate agreement to the statement; however, 7 students (46.7% of the
text-based surveys) reported neutrality or disagreement. The standard deviation of 1.352
indicated a broad distribution of rehearsal preference in text-based lecture material. This is
observed in Table 9.
Table 9
Research Question 1: Frequencies and Mean Scores a/Text-Based Lecture Rehearsal
Text-Based SA A N D SD Survey Item* M SD
N % N % N % N % N % 6. Overall, I tend 4 26.7 4 26 .7 2 13.3 4 26.7 6.7 3.40 1.352
to read the lecture notes more than once.
*n = 15
Research Question 2: How and to what extent do associate degree nursing
students use the available audio-based lectures in online nursing classes? This question
48
is paired with Research Question 1 for groups receiving audio-based lectures and had three
corresponding items (Survey Items 1, 2, and 6 in the audio-based survey) to determine
students' usage of this delivery method. There were 30 respondents to these questions. The
first survey item to address this research question (Survey Item 1) stated, "For this class, the
percentage of modules of which I listened to the audio lectures was (percentage choice)."
This item received a mean rating of3 .20, with 23 students (76.7%) reporting to have had
listened to at least half of the audio-based lectures. This means score was comparable to that
found for the text-based group. This is shown in Table 10.
Table 10
Research Question 2: Frequencies and Mean Scores of Audio-Based Lecture Incidence
Audio-Based Survey Item*
1. For this class, the percentage of modules of which I listened to the audio lectures was : percentage.
*n = 30
>75%
N % 17 56.7
51-75% 25-50% <25% M
N % N % N % 6 20.0 3 10.0 4 13.3 3.20
SD
1.095
The second survey item to address this research question (Survey Item 2) stated, "For
this class, when I read the listened to the audio lectures for each module, I mostly listened to
them ( method choice)." This statement had a mean score of 1.17, indicating a high student
preference for using the audio-based lecture on his or her own computer over using a college
computer or portable MP3 player or similar device. Results can be seen in Table 11 .
49
Table 11
Research Question 2: Frequencies and Mean Scores of Audio-Based Lecture Usage Method
Audio-Based Survey Item*
Personal Computer
N %
College Computer
N %
iPod! MP3
N %
Other
N %
M SD
2. For this class, when I 26 86.7 listened to the audio
3 10.0 3.3 o 0.0 l.17 .461
lecture for each module, I mostly listened to them: method.
*n = 30
The last survey item to deal with this research question (Survey Item 6) asked,
"Overall, I tend to listen to the audio lectures more than once." This produced a mean score
of 3.07, indicating modest agreement to the statement. Results observed in Table 12 show 10
ofthe 30 audio-based respondents (33.3%) repoliing disagreement, and another seven audio-
based respondents (23 .3%) had a neutral response.
Table 12
Research Question 2: Frequencies and Mean Scores of Audio-Based Lecture Rehearsal
Audio-Based SA A N D SD Survey Item * M SD
N % N % N % N % N % 6. Overall, I tend 3.3 12 40.0 7 23.3 8 26.7 2 6.7 3.07 1.048
to listen to the audio lectures more than once.
*n = 30
Research Question 3: Do associate degree nursing students perceive improved
assessment scores when using text-based lectures? Three survey items addressed this
research question (Survey Items 7, 8, and 10). Table 13 outlined the students' mean
50
responses to the three items which, along with Research Question 4, sought to determine
student perceptions of improved understanding of learning content and course grades when
using text-based lecture delivery in their online class. Item 7 related to students' perceptions
to improvement on summative assessment scores when using text-based lecture delivery.
Respondents were asked to reply to the following statement: "Reading the lecture notes
helped me get better grades on my exams." This produced a mean score of3.87 in the text
based lecture survey.
Item 8 related to students' perceptions on text-based lecture delivery and
improvement on formative assessment scores. This item stated, "Reading the lecture notes
helped me get better grades on my assignments." This resulted in a mean score of 4.07.
And finally, Survey Item lOon the text-based survey asked respondents to reply to
this statement: "When studying, I feel I understand the learning material when reading the
lecture notes." This item generated a mean score of 4.33. Overall, students responded that
the text-based lecture delivery was an effective tool for improving grades on both
examinations and assignments for their online classes, as well as improved understanding of
course material. This is depicted in Table 13.
51
Table 13
Research Question 3: Frequencies 0/ Perceptions o/Text-Based Lecture Effectiveness
Text-Based SA A N 0 SO Survey Item* M SD
N % N % N % N % N % 7. Reading the 6 40.0 2 13.3 6 40.0 6.7 0 0.0 3.87 1.060
lecture notes helped me get better grades on my exams.
8. Reading the 5 33.3 6 40.0 4 26 .7 0 0.0 0 0.0 4.07 .799 lecture notes helped me get better grades on my class assignments.
10. When studying, I 5 33.3 10 66.7 0 0.0 0 0.0 0 0.0 4.33 .488 feel I understand the learning material when reading the lecture notes.
*n = 15
Research Question 4: Do associate degree nursing students perceive improved
assessment scores when using audio-based lectures? Three corresponding survey items to
Research Question 3 were addressed this research question (Survey Items 7, 8, and 10).
Table 14 outlined the students' mean responses to the three items which sought to determine
student perceptions of improved understanding of learning content and course grades when
using audio-based lecture delivery in their online class. Survey Item 7 related to students'
perceptions to improvement on summative assessment scores when using audio-based lecture
delivery. Respondents were asked to reply to the following statement: "Listening to the
audio lectures helped me get better grades on my exams." This produced a mean score of
3.80 in the audio-based lecture survey.
Survey Item 8 related to students' perceptions on audio-based lecture delivery and
improvement on formative assessment scores. This item stated, "Listening to the audio
lectures helped me get better grades on my assignments." Participant ratings resulted in a
mean score of3.93.
52
And finally, Survey Item 10 on the text-based survey asked respondents to reply to
this statement: "When studying, I feel I understand the learning material when listening to
the audio lectures." This item generated a mean score of 4.03. Overall, agreed that the audio
based lecture delivery was an effective tool for improving grades on both examinations
students (n = 20, or 66.7%) and assigrunents (n = 22, or 73.3%) for their online classes, as
well as improved understanding of course material (n = 25, or 83.3%), although mean scores
for all three questions were slightly lower for audio-based than in text-based delivery.
Results were illustrated in Table 14.
53
Table 14
Research Question 4: Frequencies of Perceptions of Audio-Based Lecture Effectiveness
Audio-Based SA A N D SD Survey Item * M SD
N % N % N % N % N % 7. Listening to 8 26.7 12 40.0 7 23.3 2 6.7 3.3 3.80 1.031
the audio lectures helped me get better grades on my exams.
8. Listening to 10 33.3 12 40.0 4 13.3 4 13.3 0 0.0 3.93 1.015 the audio lectures helped me get better grades on my class assigrunents.
10. When 8 26.7 17 56.7 3 10.0 2 6.7 0 0.0 4.03 .809 studying, I feel I understand the learning material when listening to the audio lectures.
*n = 30
Research Question 5: Do associate degree nursing students perceive relatedness
with the lecturer when using text-based lectures? One survey item (Survey Item 9)
addressed this research question on the text-based survey, which sought to determine
students' perceptions of instructor relatedness in their online class when using text-based
lecture delivery. Research Question 5 was paired with Research Question 6, which examined
instructor relatedness perceptions in the audio-based lecture delivery course. In Survey Item
9 on the text-based survey, respondents replied to the following statement: "I feel I can relate
to the lecturer when reading the lecture notes." Participant ratings revealed a mean score of
54
4.07 in the text-based lecture survey. Ten students (66.7%) agreed that the text-based lecture
delivery afforded a sense of instructor relatedness, with no respondents (0%) in disagreement
with the statement. This is observed in Table 15.
Table 15
Research Question 5: Frequencies of Perceptions of Text-Based Relatedness with Lecturer
Text-Based Survey Item*
9. I feel I can relate to the lecturer when reading the lecture notes.
*n = 15
SA A N
N%N%N% 6 40.0 4 26.7 5 33.3
D SD M SD
N % N % o 0.0 o 0.0 4.07 .884
Research Question 6: Do associate degree nursing students perceive relatedness
with the lecturer when using audio-based lectures? One survey item addressed this
research question (Survey Item 9) on the audio-based survey. This research question sought
to determine students' perceptions of instructor relatedness in their online class when using
text-based lecture delivery. This research question was paired with Research Question 5,
which examined instructor relatedness perceptions in the text-based lecture delivery course.
In Survey Item 9 on the audio-based survey, respondents were asked to reply to the following
statement: "I feel I can relate to the lecturer when listening to the audio lectures." Responses
produced a mean score of 4.10, which was similar to the equivalent item on the text-based
survey in result. Overall, students agreed or strongly agreed (n = 23, or 76.7%) that audio-
based lecture delivery afforded a sense of instructor relatedness, with one respondent (3 .3%)
in disagreement. This is displayed in Table 16.
Table 16
Survey Question 6: Frequencies of Perceptions of Audio-Based Relatedness with Lecturer
Audio-Based Survey Item*
SA A N D
N %N %N%N%
SD M
N %
55
SD
9. I feel I can relate 11 36.7 12 40.0 6 20.0 3.3 o 0.0 4.10 .845 to the lecturer when listening to the audio lectures .
*n = 30
Research Question 7: What is the overall satisfaction of associate degree nursing
students with text-based lecture delivery? Student satisfaction with lecture delivery was
addressed using five corresponding items in both the text- and the audio-based surveys
(Survey Items 3, 4, 5, 11, and 12). The first three of these items in the text-based survey
(Survey Items 3,4, and 5) addressed student perceptions of delivery method benefit and
usage. In order to study perceived text-based lecture value, students were asked in Survey
Item 3 to respond to the statement: "Reading the lechlre notes for each module in the class is
an effective way to study." Ratings revealed a mean response of 4.27 on a five-point scale.
Since the ease of a method's employment often relates to satisfaction, Survey Item 4
examined student satisfaction by posing the statement, "Reading the lecture notes for each
module in the class is a convenient way to study." This item generated a mean response of
4.13 in the text-based lecture survey.
In Survey Item 5, the researcher sought to study the expediency of the text-based
lecture delivery, as this could contribute to overall student satisfaction. Results were
generated from the statement, "Reading the lecture notes for each module in the class is a
56
quick way to study." This item in the text-based lecture survey resulted in a mean response of
4.07.
Survey Item 11 related to the students' value of maintaining text-based lecture
delivery for future classes. Students were asked to respond to the statement, "1 think that
lecture notes are valuable and should be kept in future classes." Response to this item
resulted in a mean of 4.20 on a five-point scale.
Finally, the last item to address this research question (Survey Item 12) specifically
questioned students' perceptions of satisfaction when using text-based lecture delivery,
stating, "Overall, I was satisfied using the lecture notes to study for each module." When
pointedly asked to respond to their overall perceptions of satisfaction with text-based lecture
delivery, students responded with a mean of 4.40 with only one response (7%) of
disagreement to the item. Overall, students expressed satisfaction with text-based lecture
delivery usage and expressed value in maintaining this method for future classes. A
summary ofthese results can be seen in Table 17.
57
Table 17
Survey Question 7: Frequencies of Perceptions of Text-Based Lecture Delivety Satisfaction
Text-Based SA A N D SD Survey Item* M SD
N % N % N % N % N % 3. Reading the 7 46.7 6 40.0 1 6.7 6.7 0 0.0 4 .27 .884
lecture notes for each module in the class is an effective way to study.
4. Reading the 7 46.7 5 33.3 6.7 2 13.3 0 0.0 4.13 1.060 lecture notes for each module is a convenient way to study.
5. Reading the 5 33.3 7 46.7 2 13.3 6.7 0 0.0 4.07 .884 lecture notes for each module is a quick way to study.
11. I think that 6 40.0 7 46.7 6.7 1 6.7 0 0.0 4.20 .862 lecture notes are valuable and should be kept in future classes.
12. Overall, I was satisfied using 8 53 .3 6 40.0 0 0.0 1 6.7 0 0.0 4.40 .828
the lecture notes to study for each module.
*n = 15
Text-Based Survey Open Comments. Survey Item 13 was an open-ended
commentary response related to the response given in Survey Item 12, which stated, "Please
explain why you responded to question #12 the way you did (open comment text box
58
provided)." Open comment was provided to give text-based survey respondents an
opportunity to expand upon their response to Survey Item 12 (see Appendix G for complete
list of responses). Fourteen of the 15 (93.3%) students taking the text-based survey provided
comments regarding their perceptions related to Survey Item 12. Comments largely followed
two main themes: convenience and congruence to learning style. For convenience, students
reported liking that notes were already prepared, concise, easily emphasized (e.g.
highlighting), and printable. Many reported challenges creating meaningful notes from
auditory lectures, stating it was "a distraction". No respondents in the text-based survey
reported neutrality, and one of the fifteen respondents (6.7%) reported dissatisfaction to text
lectures. A comment summary of text-based lectures is found in Appendix E.
Research Question 8: What is the overall satisfaction of associate degree nursing
students with audio-based lecture delivery? As in Research Question 7, tills research
question sought to address student satisfaction with audio-based lecture delivery using five
items corresponding to the text-based survey, also numbered Survey Items 3, 4, 5, 11, and
12. Again, the first three of these items in the audio-based survey (Survey Items 3, 4, and 5)
addressed student perceptions of delivery method benefit and usage. In order to study
perceived audio-based lecture value, students were asked in Survey Item 3 to respond to the
statement: "Listening to the audio lectures for each module in the class is an effective way to
study." Responses produced a mean of 4.1 O.
Satisfaction was again studied by looking at the ease of audio lecture use in Survey
Item 4 with the statement, "Listening to the audio lectures for each module in the class is a
convenient way to study." This item generated a mean response of 4.00 in the text-based
lecture survey.
59
Expediency of audio lecture use was studied in Survey Item 5, again for its
relationship to student satisfaction. Survey Item 5 in the audio-based survey stated,
"Listening to the audio lectures for each module in the class is a quick way to study." This
item prompted a student mean response of2.93. This mean rate was lower than that from the
text-based survey.
Survey Item 11 related to the students' value of maintaining audio-based lecture
delivery for future classes. Students were asked to respond to the statement, "I think that
audio lectures are valuable and should be kept in future classes." This item resulted in a
mean of 4.33.
Lastly, Survey Item 12 specifically questioned students' perceptions of satisfaction
when using audio-based lecture delivery, stating, "Overall, I was satisfied using the audio
lectures to study for each module." When pointedly asked to respond to their overall
perceptions of satisfaction with audio-based lecture delivery, students responded with a mean
of 4.13 with four responses (13.3%) of disagreement and one response (3.3%) of neutrality to
the item.
Overall, students expressed satisfaction with audio-based lecture delivery usage,
although to a lesser degree than with text-based lecture delivery in online classes, especially
in consideration of delivery method expediency. Students did provide a higher mean score in
agreement for maintaining audio-based lectures than for text-based lecture delivery. The
data highlighting these results can be viewed in Table 18.
60
Table 18
Survey Question 8: Frequencies of Perceptions of Audio-Based Lecture Delivery Satisfaction
Audio-Based SA A N 0 SO Survey Item* M SD
N % N % N % N % N % 3. Listening to the 12 40.0 13 43.3 2 6.7 2 6.7 1 3.3 4.10 1.029
audio lectures for each module in the class is an effective way to study.
4. Listening to the 14 46.7 9 30.0 2 6.7 3 10.0 2 6.7 4.00 1.259 audio lectures for each module is a convenient way to study.
5. Listening to the 3 10.0 6 20.0 10 33.3 8 26.7 3 10.0 2.93 1.143 audio lectures for each module is a quick way to study.
11. I think that audio lectures 16 53 .3 11 36.7 3.3 3.3 1 3.3 4.33 .959
are valuable and should be kept in future classes.
12. Overall, I was 14 46.7 11 36.7 3.3 3 10.0 3.3 4.13 1.106 satisfied using the audio lectures to study for each module.
*n = 30
Audio-Based Survey Open Comments. Survey Item 13 was an open-ended
commentary response related to the response given in the previous question, which stated,
"Please explain why you responded to question #12 the way you did (open comment text box
provided)." Open comment was provided to give audio-based respondents an opportunity to
61
expand upon their response to Survey Item 12 (see Appendix H for complete list of
responses). Twenty-eight of the 30 students (93.3%) taking the audio-based survey provided
comments regarding their perceptions related to Survey Item 12. Twenty-three students
(76.7%) in the audio-based survey reported favorably to satisfaction, most of which followed
four themes: learning styles, convenience, usefulness, and relatedness. Similar to comments
found in the text-based lecture survey, students frequently reported preference to auditory
lecture delivery due to personal learning style. Some comments regarding learning style
echoed one student, who reported, "Listening to the teacher helped me get my head around
the information better than just reading out of the book. I'm not a very strong reader."
Students citing convenience in this method commented about the flexibility to pause and
replay at will, making note-taking easier and facilitating understanding. Students
demonstrated audio lecture usefulness with comments relating to improved comprehension
and assessment scores, particularly in listening to lecturer's intonations. Finally, in regard to
relatedness, many students related their enhanced connectedness to their class and instructor
when using the audio lectures.
One of the thirty respondents (3.3%) to the audio-based survey responded with
neutrality to their overall satisfaction, and their comment indicating lack of audio lecture use.
Four of the thirty respondents (13.3%) to the audio-based survey reported dissatisfaction to
audio lectures. All negative responses indicated inconvenience related to time commitment
while using audio-based lecture delivery.
Research Question 9: Did associate degree nursing students state a preference
for audio- or text-based lecture? If a preference to a specific lecture format was stated,
what reasons for preference were given? In Survey Item 14 in the supplemental survey,
62
students were asked to assess their degree of preference to either lecture delivery method, if
any, by responding the following statement: "After using both the text-based and the audio-
based lectures, I (lecture delivery method preference choice)." As seen in Figure 6, a broad
distribution of preference was reported by respondents. Of the nine Perioperative Nursing
students in the group, eight (88 .9%) responded to Survey Item 14 in the supplemental survey.
Five students in the group (55.6%) reported preference to the text-based delivery method,
one student (11.1 %) reported preference to the audio-based delivery method, two students
(22.2%) reported preference to neither method, and one was missing (11.1 %). This is
represented in Table 19.
Table 19
Research Question 9: Distribution of Pref erence to Online Lecture Delivery NIethod
Supplemental Survey Item* Response Respondents
N % 14. After using both the text-based Strongly prefer text-based 3 33.3
and the audio-based lectures, I: lecture delivery lecture delivery method Somewhat prefer text- 2 22.2 preference.
based lecture delivery
No preference to either 2 22.2 delivery method
Somewhat prefer audio- 11.1 based lecture delivery
Strongly prefer audio- 0 0.0 based lecture delivery
Missing 11.1
*n = 9
Supplemental Survey Open Comments. Survey Item 15 was an open-ended
commentary response related to the response given in Survey Item 14 in the supplemental
survey given to the students in the Perioperative Nursing class, which had been given both
text-based and audio-based lecture delivery only for each of successive halves of the online
course (see Appendix I for complete list of comments) . Of the nine students in this group,
six Perioperative Nursing students (66.7%) provided further explanation in the open
comment section of Survey Item 15, which stated, "Please explain why you responded to
question #14 the way you did (open comment text box provided) ."
63
Of the five students who preferred text-based lecture delivery in the supplemental
survey, three students (33.3%) cited "strong preference" toward this delivery method. In the
open comments in response to Survey Item 14 of the supplemental survey (Survey Item 15),
many of those preferring text-based lecture mentioned their need to see the text written to be
able to better understand and retain the material. Those reporting text-based lecture
preferences commented as follows:
One student (11.1 %) reported preference to the audio-based lecture delivery,
indicating that auditory engagement combined with the action of writing notes had afforded
some benefit over reading a text-based lecture handout. However, no respondents in the
supplemental survey gave "strong preference" to the audio-based lecture delivery method.
Two students (22.2%) reported no preference to either lecture delivery, citing no clear
learning advantage in using one method over another. Another student requested availability
of text and audio lectures, reporting to have benefited from both methods . Suggestions to
maintain both lecture delivery methods were also mentioned several times in the open
comments (Survey Item 13) from both the text- and audio-based lecture surveys.
An independent sample t-test was applied to determine response significance
comparing the audio-based and text-based survey groups. The results for Survey Items 1
through 12 were analyzed. Survey Items 13 and 15 were not analyzed using this method due
64
to their open-comment structure, and Survey Item 14 was not analyzed Llsing this method due
to its small sample size. Independent t-tests were derived by using the responses from the
text-based survey (n = 15) and responses from the audio-based survey (n = 21). The audio
based respondents that were unique to both surveys were maintained for the analysis. The 12
items were analyzed using paired sample t-test for equality of variances with t-test for
equality of means. No statistically significant differences were found in 11 of the 12 items
associated with this study with a level of significance established at p < 0.05. Survey Item 5
was found to be significant (p = .008) for demonstrating student perception of usage
expediency favored text-based lecture over audio-based lecture delivery. The results were
shown in Table 20.
65
Table 20
T-testfor Equality of Means
Item f Sig. df Sig. (2- MDIF SEDIF tailed)
1. Percentage modules .265 .610 .692 34 .494 .190 .275
reviewed by method.
2. How method 7.804 .009 -1.268 22.472 .218 -.171 .135 was reviewed
3. Method 1.136 .294 .848 34 .402 .210 .247 effecti veness
4. Method .351 .557 .626 34 .536 .200 .320 convenIence
5. Method 1.355 .253 -2.839 34 .008* -.924 .325 quickness
6. Rehearsal of 5.471 .025 -.285 22.714 .778 -.114 .401 method
7. Improved 8.134 .007 .729 22.555 .473 .229 .313 exam grades by method
8. Improved .349 .559 .910 34 .369 .219 .241 assignment grades by method
9. Instructor 2.630 .114 .862 34 .395 .219 .254 relatedness by method
10. Improved .114 .738 -1.044 34 .304 -.190 .182 understanding by method
11 . Method value 1.858 .182 1.845 34 .074 .419 .227 of maintenance
12. Method overall .610 .440 .520 34 .606 .124 .238 satisfaction
* p < .05
66
Summary
The data from the associate degree nursing students on their perceptions of
satisfaction with online lecture delivery was analyzed. Descriptive and inferential statistical
analysis identified student perceptions of text-based and audio-based lecture delivery
methods to the respondents' data.
67
Chapter V: Summary, Conclusions, and Recommendations
This study examined the perceptions of satisfaction of associate degree nursing
students with both text-based and audio-based lecture delivery in online nursing classes at
Chippewa Valley Technical College (CVTC). This chapter will provide a summary, discuss
conclusions, and suggest recommendations based on the findings in Chapter IV.
Summary
Pod casting in online courses had been implemented by faculty throughout CVTC to
afford students auditory delivery of lecture materials in online courses. The Associate
Degree Nursing program at CVTC had followed this trend and had expanded its use within
online program courses. The purpose of this research was to determine the perceived
satisfaction of CVTC nursing students using audio- versus text-based lecture delivery in
online nursing courses.
After conducting a literature review of online lecture, a previously published
instrument was identified (Evans, 2008) and modified following a pilot study. Two 13-item
correlated instruments were developed to examine student satisfaction with both audio- and
text-based methods of lecture delivery in online classes. Using a five-point Likert-type scale,
the surveys evaluated student usage of text- and audio-based lecture delivery, as well as
perceptions of understanding, improvement of grades, and instructor relatedness to each
method, as each related to overall student satisfaction. Online courses were identified as
either delivering lecture materials via text-based or audio-based methods. One course served
as a control group, having both text- and audio-based deliveries in separate halves of the
course. There was also a supplementary survey with one item related to lecture delivery
68
preference for those students chosen to experience both and provided open comment text box
for expanded response.
Students were surveyed from a sample of five online nursing program courses
enrolled in the fall semester of2008 . Respondents represented nursing students in all
semesters of the nursing program, with the exception of semester two, as well as practicing
registered nurses enrolled for continuing education purposes. Of the 56 students enrolled in
the five online classes, 30 completed the audio-based survey and 15 completed the text-based
survey with nine students having taken both. Data from 45 surveys was gathered for this
study from 36 unique respondents from associate degree nursing students at CVTC.
Using SPSS software, statistical analysis of responses, frequencies, means, and
independent sample t-tests were used to analyze the inferential data. Discussion of the data
findings was presented in the order presented on the survey instrument.
Conclusions
Each of the nine research questions were addressed in this study and discussed for
conclusions. The questions were again restated and answered based on the results of the
study with its corresponding pair.
Research Questions 1 and 2: How and to what extent do associate degree
nursing students use the available text-based lectures in online nursing classes? How
and to what extent do associate degree nursing students use the available audio-based
lectures in online nursing classes? The first paired research questions in this study,
Research Questions 1 and 2, related to the scope and manner by which students enrolled in
associate degree nursing program courses at CVTC used online lecture delivery. Three
corresponding items (Survey Items 1, 2, and 6) on each ofthe two surveys were used to
69
answer Research Questions 1 and 2 and dealt with frequency, method, and rehearsal of the
lecture material. Addressing frequency, the text-based group (53%) slightly exceeded the
audio-based group (57%) in reviewing at least 75% of the modules. Using a five-point
Likert-like scale, mean scores for Survey Item 1 demonstrated that students reported to have
read the text-based lectures (3 .33) slightly more than the students who listened to the audio
lectures (3.20), but frequency results were insignificant for differences.
Interestingly, 13.3% of the audio-based lecture respondents reported to have listened
to less than 25% of the lectures; however, none of the respondents in the text-based group
gave this response. Listening failure results were similar to that found in Hunstberger and
Stavitsky (2007), which found that 12.1 % did not listen or complete each audio lecture. Lane
(2006) also found 12% of respondents did not listen to the course podcasts . In research
conducted by Maag (2006), 27% of students reported to have listened to less than 25% of
available podcasts. Statements made in the open comment responses (Survey Item 13) noted
some students reported challenges with time management, technology, and perception of
importance for audio lecture review.
Concerning lecture review method, the majority of students (73%) in the text-based
group printed the lecture notes off for each module before reading them. The remainder of
the students (27%) read the lecture notes on a personal computer. No one reported having
read lecture notes by any other method. Although printing off the text lectures was not
necessary, some reasons for printing cited by students in open comment mentioned the
portability of printed documents that did not require having access to their computers, as well
as ease and famili arity of the "print and go" method, highlighting points of emphasis .
70
Despite the portability of the audio lectures, 87% the audio-based group reported
listening to the audio lectures on their own personal computers, with the remainder listening
to them on college computers (10%) and on MP3 players (3%). This is congruent with
Lane's (2006) findings, which reported that 87% of respondents used podcasts on their
personal computers even though 76% of them reported owning an MP3 player. Evans (2008)
similarly found 80% of respondents indicated listening to the podcasts on personal computers
with the other 20% on MP3 player.
Relating to reading the lecture notes more than once, students reported mixed results
with a mean score of3.40 (SD 1.352), with five students (33%) in disagreement, two students
(13%) reporting neutrality, and eight students (53%) in agreement. The text-based students
also responded variably to their rehearsal habits with a mean score of 3.07 (SD 1.048), with
ten students (33%) reporting disagreement, seven students (23%) with neutrality, and thirteen
students (43%) in agreement. Again, no significant difference was determined.
In Maag's (2006) study of twenty-six students using podcasts, 38% of students
reported to review podcasts in their entirety only once, but most (58%) had rehearsed at least
portions of the podcasts multiple times. Likewise, Lane (2006) noted students interacted
with podcasts in a variety of ways, with some listening to them in their entirety, while others
fast-forwarding through some sections. Still others listened to some or all of the podcasts
multiple times. Open comments given in both surveys for this research indicated students'
general time constraints with learning, and this expectedly had an impact on lecture
rehearsal. These time constraints resulted in audio lectures used in diverse ways. With this
in mind, variability of students' interaction with both methods of can be expected, with
71
additional time devoted to challenging or unfamiliar materials being a reasonable approach to
studying.
Research Questions 3 and 4: Do associate degree nursing students perceive
improved assessment scores when using text-based lectures? Do associate degree
nursing students perceive improved assessment scores when using audio-based
lectures? In Research Questions 3 and 4, the effectiveness of both the audio- and text-based
lecture delivery was examined, and results were compared. Using a 5-point Likert scale, the
mean scores of three survey items (Survey Items 7, 8, and 10) related to these paired
questions indicated that students perceived enhanced understanding of lecture materials
which translated into improved grades on assignments and examinations. The means scores
on these items ranged from 3.87 to 4.33 on the text-based survey and from 3.80 to 4.03 on
the audio-based survey. No significant differences were identified in any of the three items
associated with this pair of research questions .
On the item related to examination scores, results indicated moderate agreement for
improved test scores. The mean score in the text-based survey was 3.87 (SD 1.060). Eight
students (53%) in the text-based group were in agreement with this item, one student (7%)
was in disagreement with this item, with six (40%) being neutral. For the audio-based
survey, the mean score was 3.80 (SD 1.031), with 20 students (67%) in agreement, three
students (10%) in disagreement, and seven (23 %) expressing neutrali ty. Of the open
comments, two students related having improved examination scores because they reported
gaining a connection to the material using audio lectures, while another described them as
being "a distraction."
72
Engagement with the lecture material appears beneficial to students in learning and
satisfaction. In a two-part study by Bassili and loordens (2008), the researchers found that
examination performance improved in online courses when lecture media allowed students to
pause and replay during the sessions, thus contributing to increased satisfaction. Similarly,
Zhang's (2005) study demonstrated that students with interactive multimedia in online
classes not only report higher levels of satisfaction, but also have more content interaction
and achieve higher test scores than in traditional classrooms. CVTC currently utilizes audio
software (Audacit/M and Camtasia TM) allowing students to pause and replay all or portions
of each audio lecture.
For the item related to improved assignment scores, students also related moderate
ab'Teement in both the text-based and audio-based surveys. A mean score of 4.07 (SD .799)
was shown in the text-based survey, and the audio-based survey for this item was 3.93 (SD
1.015). In the text-based survey, 11 students (73%) reported agreement with the item, and
four students (27%) expressed neutrality. No students in the text-based survey responded in
disagreement to this item. The percentage of audio-based respondents in agreement was the
same as in the text-based survey. However, the responses were more broadly distributed
overall than in the text-based survey, with disagreement and neutrality noted by four students
(I 3%) each. These results were similar to that found by Koo and Sandars (2008), who found
84% of students in that study stated pod casting had a positive impact on class grades while
another 12.7% felt they had no effect at all. Students did not specifically mention assigrunent
grades in their open commentary.
In the item related to lecture delivery and understanding, once again both surveys
yielded high agreement. The mean score for this item in the text-based survey 4.33 (SD
73
.488), and the audio-based mean score was 4.03 (SD .809). The distribution for this item
indicated strong agreement for text-based lecture delivery, as all 15 responses (100%) were
in agreement. In the audio-based lecture survey, 25 students (83%) reported agreement, with
two (7%) in disagreement and three (10%) remaining neutral.
Many comments indicated content understanding, some favoring each delivery
method. For those demonstrating agreement for text lecture understanding, some mentioned
that interaction with the material (i.e. highlighting key points on printed paper) helped with
retention, willie others cited that written material was helpful for deeper understanding when
personal note-taking was poor. Comments supporting agreement for audio lecture
understanding related that lecturer intonations helped identify key points. Others stated that
hearing the audio lectures provided more clarification than reading the PowerPoint™
presentations alone. In related research, Maag (2006) reported somewhat lower agreement to
this item, with only 50% (n = 13) reporting audio delivery to be helpful in clarifying concepts
(2006).
Research Questions 5 and 6: Do associate degree nursing students perceive
relatedness with the lecturer when using text-based lectures? Do associate degree
nursing students perceive relatedness with the lecturer when using audio-based
lectures? Research Questions 5 and 6 focused on lecturer relatedness in both audio- and
text-based lecture delivery, and results were compared. Again, analysis did not demonstrate
statistically significant differences between the two groups. For this item, the text-based
survey received a mean score of 4.07 (SD .884) indicating agreement. Again, the distribution
in the text-based survey demonstrated 10 responses (67%) in agreement, five responses
neutral (33%), and none in disagreement to this item.
74
In the audio-based survey, the mean score similarly showed strong agreement (M =
4.10; SD .845). The respondent distribution was comparable to that of the text-based survey
with 23 in agreement (77%), six in neutrality (20%), and one in disagreement (3%). In
inferential examination, this item produced no significant difference between the two
methods.
Social presence has been shown to increase student satisfaction, and Mykota and
Duncan (2007) found computer-mediated communication (such as audio recordings)
increased social presence in online classes. Ice et al. (2007) noted that although human voice
increased social presence, students preferred the speed of reading text over listening to audio.
Just as was found in this study, Evans (2008) found no significance in difference between
those who used podcasts and those who used text-based notes or the ability to relate to
lecturer to audio lecture compared to traditional lecture.
Research Questions 7 and 8: What is the overall satisfaction of associate degree
nursing students with text-based lecture delivery? What is the overall satisfaction of
associate degree nursing students with audio-based lecture delivery? In the last paired
questions, Research Questions 7 and 8, the study examined student satisfaction by surveying
students' perceptions of effectiveness, convenience, quickness, and value for keeping for
future classes with both the audio- and text-based lecture delivery method. In all aspects of
satisfaction examined, only the lecture delivery method quickness demonstrated results that
were statistically significant, with respondents reporting text-based lecture delivery being
quicker than audio-based lecture delivery.
For the item addressing effectiveness in the text-based survey, responses were
generally in strong agreement with a mean score of 4.27 (SD .884), and the distribution had
13 (87%) in agreement, one (7%) in neutrality, and one (7%) in disagreement.
Comparatively, the same item in the audio-based survey a mean score of 4.10 (SD 1.259) ,
with similar distlibution of responses with 25 (83%) in agreement, two (7%) in neutrality,
and three (30%) in disagreement. No significant difference was detennined regarding
delivery effectiveness, which is consistent with the findings in other studies (Evans, 2008;
Fernandez, Simo, & Sallan, 2009).
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The next survey item addressed satisfaction as it related to each delivery method's
convenience. In the text-based survey, high agreement was again indicated with a mean
score of 4.13 (SD 1.060). The distribution for text-based lecture convenience consisted of 12
students (80%) were in agreement, one (7%) in neutrality, and two (13%) in disagreement.
Similarly, the audio-based survey resulted in a slightly lower mean score of 4.00 (SD 1.259).
The distribution demonstrated 23 students (77%) in agreement, two (7%) in neutrality, and
five (17%) in disagreement. Again, no significant difference was detennined in this item. In
related research, Maag (2006) reported slightly lower agreement, finding 65% (n = 17) of
students reporting pod casting to be convenient.
In open commentary, one student noted audio lectures were convenient due to
capacity to be replayed and paused. Surprisingly, still others responded that they felt text
based lecture was more convenient because of the ability to be reread. Since both methods
afforded the opportunity to rehearse lecture materials an indefinite number of times, it could
be extrapolated that students might be expressing a learning style preference to a specific
delivery method rather than a true convenience advantage.
The third survey item to respond to these paired research questions dealt with the
quickness of each delivery method. For the text-based survey, students replied to the item in
76
moderate agreement with a mean score of 4.07 (SD .884), with 12 students (80%) in
agreement, two (13%) in neutrality, and one (7%) in disagreement. Contrastingly, the audio
based delivery survey respondents had a much lower mean score of 2.93 (SD 1.143), with
fairly broad distribution with nine (30%) in agreement, 10 (33%) in neutrality, and 11 (37%)
in disagreement. These findings contradicted Evans (2008), who found that students
perceived studying from podcasts was quicker than reading textbook. Ice et a1. (2007) had
also noted research that students "found it easier and quicker to read text messages than listen
to audio" (p. 6) even though his own results differed .
Student comments regarding audio method quickness included challenges with
technical issues, such as download speeds, and overall time to go through the lecture
material. However, some had commented that audio had afforded them more efficient time
use when using the audio controls (i.e. fast forward, pause, etc.). Regarding text-based
lectures, favorable open comments made note that the ability to highlight after scanning
notations facilitated usage speed. While some dissenting comments regarding text lecture
quickness referenced to taking personalized notes to audio lectures that were more
meaningful than using text notes that were sometimes too broad and extensive.
Yet another item in the surveys to discuss satisfaction related to the perceived value
of maintaining each lecture delivery method for future classes. In the text survey, results for
this item yielded a mean score of 4.20 (SD .862) compared to the audio survey results, which
produced a mean score of 4.33 (SD .959). Distributions for this item in both the text and
audio surveys were similar, with 87% (n = 13) in the text survey and 90% (n = 27) in audio
survey in agreement. Neutrality was expressed by 7% (n = 1) by text respondents and 3% (n
77
= 1) by audio respondents. Both groups had 7% (text: n = 1; audio: n = 2) in disagreement to
this item. This item produced no significant difference between the delivery methods.
The final item sought to more directly approach students' perceptions oflecture
delivery satisfaction. When text-based respondents were asked about their overall
satisfaction, the distribution was strongly in agreement with 14 students (93%) and one
student (7%) in disagreement. Overall satisfaction for text-based lecture delivery resulted in
a mean score 4.40 (SD .828). For the audio survey, this item produced a slightly lower mean
score of 4.13 (SD 1.106), with a distribution, which indicated less agreement with 25 students
(83%), with one student reporting (3%) in neutrality, and four students (13%) in
disagreem en t.
Research Question 9: Do associate degree nursing students state a preference
for audio- or text-based lecture? If a preference to a specific lecture format was stated,
what reasons for preference were given? Research Question 9 inquired as to students'
perception of overall satisfaction with both the audio- and text-based lecture delivery
methods. This comparison was made with the control group who received both methods, and
there was not statistical significance in their overall satisfaction between the two methods. In
this survey, Item 14 had asked students to rate their degree of preference between the lecture
delivery methods and included preference neutrality. The mean score for this item was 2.13
indicated preference for the text-based over audio-based delivery method (SD 1.126);
however sample size was small (n = 8).
An open comment forum was also included in the supplemental survey, and six
students (75%) used this forum to elaborate upon their preference choice. Despite the
interactivity associated of writing meaningful notes with audio lectures, students' comments
78
largely echoed their desire to have the written notes provided with the option to highlight key
points as needed. Others expressed neutrality in their open comments, stating that having
both audio- and text-based lectures would be most beneficial. Recurring themes for
preferences to text-based lecture included convenience, excessive time commitment, or lack
of technology or technology knowledge required for audio-based lecture. Many respondents
noted the desire to retain both methods for future classes.
This preference of text-based lecture opposed some of the studies examined, where
online learners were found to prefer multimedia over text-only presentation of online content
(Copley, 2007; Ice et aI., 2007). Ice et al. (2007) further noted that engagement was rated
high in mean scores for audio lecture delivery, but not significantly so, and was rarely
mentioned in open comments regarding overall satisfaction.
Recommendations
The findings of this field study yielded several recommendations CVTC nursing
instructors, CVTC administrators, and for future researchers interested in this study and its
findings.
For CVTC nursing educators. Nursing educators at Chippewa Valley Technical
have actively sought ways to enhance their online nursing classes in order to improve student
learning. Some recommendations to achieve this goal include:
1. Many of the open comments suggested excessive time required to listen to audio
based lectures as a key factor for lower student satisfacbon. The audio-lectures
studied vaIied greatly, ranging between five-minute vignettes to full-length scIipted
lectures that exceeded an hour in duration. Minimizing audio length to smaller
79
chunks of sectional or modular content may improve students' overall satisfaction of
audio lectures.
2. Students present with multiple learning styles in online learning, including a
dominant or co-dominate preference toward reading/writing, auditory, visual, and/or
kinesthetic learning (Edmondson, 2007) . Open comments suggested retention of both
audio- and text-based lectures for student usage, although reasons for this were not
studied. Incorporating a student self-evaluation pre-assignment to give online
learners insight as to their own learning preference.
3. Audio recording to enhance course lecture delivery can require a substantial time
commitment, typically adding approximately three hours to faculty workloads each
week (Chaney et aI., 2008; Huntsberger & Stavitsky, 2007). Administration should
factor in not only the associated costs of audio enhancement, including software,
software training, script development, recording time, and maintenance needed to
incorporate into their online class.
4. Course evaluations should be administered to online association degree nursing
students at CVTC each semester and include student feedback regarding lecture
delivery methods effectiveness and overall satisfaction with open commentary for
suggestions. This feedback should be utilized to refine lecture delivery to meet
students' needs.
5. Results of this study should be dispersed to CVTC nursing educators to encourage
further research into student satisfaction with online lecture delivery and to help
identify the variables associated with preference to either audio- or text-based lecture
delivery.
80
For future research. CVTC's associate degree nursing program has grown in its
online course offerings and continues to grow, seeking out innovative learning technology
that can help students succeed and enhance retention. Nationally, growth has been attributed
in part to students' desire for more flexible learning (Albright, 2003; Allen and Seaman,
2008; Harris and Park, 2007). Student satisfaction with online learning can be affected by
challenges associated with technology's functionality, ease of use, and perceived benefit
(Bassili and Joordens, 2008: Copley, 2007; Fernandez, Simo, and Sallan, 2009; Howell,
2001; Maag, 2006). Podcast creation, implementation, and maintenance are typically a time
consuming venture for faculty and other support staff, and an understanding of the cost
versus-benefit should be examined for future direction and endeavors. Recommendations to
achieve this goal include:
1. The results of this study were based on 45 responses from 36 unique respondents in
online associate degree nursing programs at CVTC. Additionally, the sample
population was limited in gender representation with 98% female respondents. The
study should be replicated with nursing students using a larger, more gender diverse
population across multiple semesters over several years to identify trends over time.
2. The study examined student perceptions of online lecture delivery at a static point in
time during a single semester. In order to have a broader understanding of the affects
of online course experience, CVTC nursing student satisfaction should be examined
across their program progression to determine changes in their perceptions with
online lecture delivery with increased experience. These results could be compared
with students at varying levels of experience to more closely relate experience with a
specific delivery method with satisfaction.
81
3. Respondents for this study were selected from the associate degree nursing program
at Chippewa Valley Technical College, a 2-year institution of higher education. Much
of the literature on pod casting satisfaction was limited to non-nursing education and
nearly exclusively studied within 4-year institutions. Satisfaction with online lecture
delivery should be expanded to examine varying nursing education institutions, i.e.
private versus public institutions, associate versus baccalaureate programs, in order to
compare and contrast student satisfaction results.
4. Online courses studied utilized a variety of audio- and text-based lecture delivery
methods for student dispersal. For example, some audio-based lectures were
produced using Camtasia TM software, while others utilized Audacit/M or
PowerPoint™ audio enhancements. It is unclear if these technology delivery
methods presented any advantage over one another or presented specific challenges to
learners. Audio-based lectures also varied from short vignettes to lectures that
exceeded one hour in presentation. Moreover, text-based lectures varied from simple
PowerPoint™ slides without audio, to simplistic outlines, full-length scripts, and
lectures notes. Future research should examine the affect of these variables student
satisfaction.
5. In this study, overall satisfaction with online lecture delivery was examined without
context to other related variables. Identification of these online lecture delivery
variables could be further examined to determine contributing factors associated with
satisfaction related to specific delivery methods, i.e. length of delivery time,
availability of technology, cost, knowledge deficits, and faculty delivery style.
82
6. Further research should be expanded to include other online courses within the allied
health courses at eYTe to compare student satisfaction with audio- and text-based
lecture delivery to the results of this study. This expansion of the study would help
eYTe determine policies and best practice guidelines for administration and allied
health faculty for online course delivery. Even further investigation of the variability
between general studies and program courses could also be investigated as well.
7. Respondents in this study were selected exclusively from those enrolled in online
associate degree nursing programs at eYTe. Researchers are encouraged to collect
similar student satisfaction data from other associate degree nursing programs
utilizing both audio- and text-based lecture deliveries for comparative trends between
similar institutions.
8. Demographic information was collected for this study; however, analysis of specific
demographic populations and lecture delivery was not performed. A larger sample
size collection would be warranted for future analyses, as some population groups
were limited in the small sample size represented in this study.
9. The study instrument originated from another study (Evans, 2008). Although the
instrument was modified slightly for readability, the study survey has not been
replicated to determine validity and reliability.
Summary
This field study examined student satisfaction oflecture delivery in online classes at
eYTe as they relate to perceptions of usefulness, value, and overall satisfaction with the
respective lecture delivery method. Overall, the respondents expressed that both audio- and
text-based lecture deliveries were effective and convenient; however, students' conveyed
83
text-based lecture delivery as being quicker than audio-based lecture delivery. Both methods
generated overall satisfaction for perceptions of improved exam grades, comprehension, and
relatedness to the lecturer. Respondents had reported value in keeping both methods for
future online class deliveries. Although respondents generally liked audio lecture delivery,
they did not feel it should necessarily replace the text-based materials they had grown
accustomed to, and many commented that provision of both would be advantageous of
learning. Study conclusions and recommendations were developed from derived data from
this study. Further research into student satisfaction is encouraged.
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learning, part II. Educational Technology, Research and Development, 51 (4), 104-
122.
Woodfine, B. P., Nunes, M. B., & Wright, D. J. (2006). Text-based synchronous e
learning and dyslexia: Not necessarily the perfect match! Computers and
Education, 50(3), 703-17.
Zhang, D. (2005). Interactive multimedia-based e-Iearning: A study of effectiveness.
American Journal of Distance Education, 19(3), 149-162.
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90
Appendix A
UW-Stout Institutional Review Board Approval
~~. ... ~ r I I • ' 1\1
152 Vac Rehab Building
STOUT
Date:
To:
Cc:
From:
SUbject:
UnivE'I'sity ofWiscol1siil-Sloul PO. Box 780 Melloilionie. INI54 751-0790
715/232-1126 715/232-1749 (fax) 11I1p :!1W\\lW lIw s lo ~IJ ('.l kl il ,,1
August 5, 2008
Rorey Pritchard
Dr. Jodi Olmsted
Sue Foxwell, Research Administrator and Human Protections Administrator, UW -Stout Institutional Review Board for the Protection of Human Subjects in Research (IRB)
Protection of Human SUbjects
Your project, "Analysis of Perceived Satisfaction of Auditory Versus Text Based Lecture Delivery in Online Learning in CVTC Associate Degree Nursing Students," has been approved by the IRB through the expedited review process. The measures you have taken to protect human subjects are adequate to protect everyone involved, including subjects and researchers.
Reviewer comments: On the Consent Form, under "Risks and Benefits," there is 'minimal risk.' Also, Sponsor's last name is spelled 'Olmsted.' Please make the suggested corrections before starting your research.
Please copy and paste the following message to the top of your survey/interview form before dissemination:
I
This research has been approved by the UW-Stout IRB as required by the Code of Federal Regulations Title 45 Part 46.
This project is approved through August 4, 2009. Modifications to this approved protocol need to be approved by the IRB. Research not completed by this date must be submitted again outlining changes, expansions, etc. Federal guidelines require annual review and approval by the IRB.
Thank you for your cooperation with the IRB and best wishes with your project. *NOTE: This is the only notice you will receive - no paper copy will be sent.
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Appendix B
Informed Consent
Consent to Participate in CVTC and UW-Stout Approved Research
Title: Analysis of Perceived Satisfaction of Auditory Versus Text Lecture Delivery in Online Learning in Chippewa Valley Technical College
Investigator: Rorey D. Pritchard 620 W. Clairemont Ave. HEC214
Eau Claire WI 54701 rpritchard [email protected]
Research Sponsor: Dr. Julianne Taylor 144 Home Economics Bldg., UW-Stout
Menomonie WI 54751 [email protected]
Description: The purpose of the study is to collect data from adult nursing students at Chippewa Valley Technical College to compare perceived satisfaction between text-based and audio-based lectures in online classes. Participants will be currently enrolled in one nursing classes in the fall semester in 2008. The data is collected through a two-part survey.
Risks and Benefits: There is no perceived risk for the participant or the technical college. As potential benefit, a participant may become aware of various lecture delivery options available in online learning. The data a participant supplies will help inform the investigator and broader audience who have interest in improving student satisfaction in online learning environments.
Time Commitment: Approximately 10 minutes.
Confidentiality: Your name is not collected on this survey document, and no participant name will be seen by the investigator at any point in this study. All information collected will remain confidential.
Right to Withdraw: Your participation in this study is entirely voluntary. You may choose not to participate without any adverse consequences to you. If you choose to participate and later wish to withdraw from the study, your confidential document cannot be identified after it has been turned in to the investigator.
IRB Approval: This study has been reviewed and approved by The University of Wisconsin-Stout's and Chippewa Valley Technical College's Institutional Review Boards (IRBs). The IRBs have detennined that this study meets the ethical obligations required by Federal law and institutional policies. If you have questions or concerns regarding this study please contact the Investigator or Advisor named above. If you have any questions, concerns, or reports regarding your rights as a research subject, please contact the IRB Administrator.
IRB Administrator: Sue Foxwell, Director, Research Services 152 Vocational Rehabili tation Building UW-Stout Menomonie WI 54751 (715) 232-2477 [email protected]
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Statement of Consent: By completing the following survey, you agree to participate in the study entitled, Analysis of Perceived Satisfaction of Auditory Versus Text Lecture Delivery in Online Learning in Chippewa Valley Technical College.
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Appendix C
Text-Based Lecture Delivery Survey
As a student in an online nursing class at CVTC, you are being asked to complete a survey based on your experiences with your lecture materials within your course. Nursing Instructor Rorey Pritchard is interested in evaluating your perceptions of to what degree you value and use your lecture materials, as well as your thoughts as their contribution to your satisfaction to online classes in general.
Please select one response for each question. Provide comments when directed to do so.
First, please provide some information about yourself.
What class are you taking this survey in (check one)? D Nursing Pharmacology D Health Promotions D Introduction to Perioperative Nursing D Introduction to Critical Care Nursing D Other (open comment text box provided)
What is your current student status? o 1 st semester of nursing program o 2nd semester of nursing program o 3rd semester in nursing program o 4th semester in nursing program o I'm an RN taking continuing education credits
What is your gender? o Male o Female
What is your current age? o <25 years old o 25-34 years old o 35-44 years old o 45 or older
Before this class, how many online or hybrid courses have you taken? If you do not know, please give your best estimate.
D None o 1-2 o 3-4 o 5-6 o 7 or more
Please let me know a little about your experiences with online classes.
1. For this class, the percentage of modules of which I read the lecture notes was: I. <25% 2. 25-50% 3. 51-75% 4. >75%
2. For this class, when I read the lecture notes for each module, I mostly read them: D On paper after printing them off. D On personal computer screen without printing. D On another portable computing device without printing. D Other method not mentioned (open comment text box provided).
Please rate the follow statements based on your experiences with this online class.
3. Reading the lecture notes for each module in the class is an effective way to study. D Strongly agree D Agree D Neutral D Disagree D Strongly disagree
4. Reading the lecture notes for each module is a convenient way to study. D Strongly agree D Agree D Neutral D Disagree D Strongly disagree
5. Reading the lecture notes for each module is a quick way to study. D S trongl y agree D Agree D Neutral D Disagree D Strongly disagree
6. Overall, I tend to read the lecture notes more than once. D Strongly agree D Agree D Neutral D Disagree D Strongly disagree
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7. Reading the lecture notes helped me get better grades on my exams. [J Strongly agree o Agree o Neutral o Disagree o Strongly disagree
8. Reading the lecture notes helped me get better grades on my class assignments. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
9. I feel I can relate to the lecturer when reading the lecture notes. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
10. When studying, I feel I understand the learning material when reading the lecture notes. o S trongl y agree o Agree o Neutral [J Disagree [J Strongly disagree
11. I think that lecture notes are valuable and should be kept in future classes. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
12. Overall, I was satisfied using the lecture notes to study for each module. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
13. Please explain why you responded to QUESTION #12 the way you did (open comment text box provided).
Thank you for your time to complete this survey!
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Appendix D
Audio-Based Lecture Delivery Survey
As a student in an online nursing class at CVTC, you are being asked to complete a survey based on your experiences with your lecture materials within your course. Nursing Instructor Rorey Pritchard is interested in evaluating your perceptions of to what degree you value and use your lecture materials, as well as your thoughts as their contribution to your satisfaction to online classes in genera l.
Please select one response for each question . Provide comments when directed to do so.
First, please provide some information about yourself.
What class are you taking this survey in (check one)? D Nursing Pharmacology D Health Promotions [J Introduction to Perioperative Nursing D Introduction to Critical Care Nursing D Other (open comment text box provided)
What is your cunent student status? D 1 st semester of nursing program D 2nd semester of nursing program D 3rd semester in nursing program o 4th semester in nursing program o I'm an RN taking continuing education credits
What is your gender? D Male D Female
What is your cun'ent age? D <25 years old D 25-34 years old [J 35-44 years old D 45 or older
Before this class, how many online or hybrid courses have you taken? If you do not know, please give your best estimate.
D None [J 1-2 D 3-4 D 5-6 D 7 or more
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Please let me know a little about your experiences with online classes.
1. For this class, the percentage of modules of which I listened to the audio lectures was : 5. <25% 6. 25-50% 7. 51-75% 8. >75%
2. For this class, when I listened to the audio lectures for each module, I mostly listened to them: D On my own computer. D On one of the college's computers. D On an iPod or similar device. D Other method not mentioned (open comment text box provided).
Please rate the follow statements based on your experiences with this online class.
3. Listening to the audio lectures for each module in the class is an effective way to study. D Strongly agree D Agree D Neutral D Disagree D Strongly disagree
4. Listening to the audio lectures for each module is a convenient way to study. D Strongly agree D Agree D Neutral D Disagree D Strongly disagree
5. Listening to the audio lectures for each module is a quick way to study. D Strongly agree D Agree D Neutral D Disagree D Strongly disagree
6. Overall, I tend to the audio lectures more than once. D Strongly agree D Agree D Neutral [J Disagree [J Strongly disagree
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7. Listening to the audio lectures helped me get better grades on my exams. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
8. Listening to the audio lectures helped me get better grades on my class assignments . o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
9. I feel I can relate to the lecturer when listening to the audio lectures. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
10. When studying, I feel I understand the learning material when listening to audio lectures. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
11. I think that audio lectures are valuable and should be kept in future classes. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
12. Overall, I was satisfied using the audio lectures to study for each module. o Strongly agree o Agree o Neutral o Disagree o Strongly disagree
13. Please explain why you responded to QUESTION #12 the way you did (open comment text box provided).
Thank you for your time to complete this survey!
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Appendix E
Supplement to Audio-Based Lecture Delivery Student Survey
As a student in the Perioperative Nursing class, you have had the opportunity to have both text-base lectures and audio-based lectures for this online class. Please provide your thought regarding this experience in these final questions.
14. After using both the text-based and the audio-based lectures: o I strongly prefer text-based lecture delivery. o I somewhat prefer text-based lecture delivery. o I have no preference to either lecture delivery. o I somewhat prefer audio-based lecture deli very. o I strongly prefer audio-based lecture delivery.
15. Please explain why you responded to QUESTION #14 the way you did (open comment text box provided).
Thank you for your time to complete this survey!
Appendix F
Instrument Use Approval Correspondence
Re: Request for use of survey Chris Evans [[email protected]. uk] Sent: Monday, July 14, 2008 7:41 AM To: Pritchard, Rorey [[email protected]]
Dear Rorey,
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I am delighted that you found my paper helpful. Feel free to use the survey instrument from the paper. All I ask is that you both acknowledge me and reference the paper in any publications. Your research questions look interesting. I look forward to the results of your investigation with interest. Good luck with your research.
Chris
Dr Chris Evans Senior Lecturer Brunei Business School
On 13 Jul 2008, at 4:22 pm, Pritchard, Rorey wrote:
Good afternoon, Dr. Evans.
My name is Rorey Pritchard, and I am a nursing instructor at Chippewa Valley Teclmical College in Eau Claire, Wisconsin. I am contacting you at the suggestion of Dr. Jodi Olmsted, my professor and academic chair for my Education Specialist (EdS) in Career and Teclmical Education research project. My research proposal will examine student satisfaction perceptions of audio-based versus text-based lecture in online class delivery. My intent is to provide students with text-based handouts and PowerPoints the first half of the class, then provide audio lectuling/podcasting with PowerPoints the second half of the class.
After reviewing my research proposal, Dr. Olmsted and I had a lengthy discussion yesterday. She felt that one of your recently published surveys might be appropriate for collecting data for my research this fall: "The effectiveness of m-Iearning in the form of podcast revision lectures in higher education". Perhaps you might suggest even another instrument that may more closely align with my research questions (below). If you feel the survey would work, I would like to use some or all of the instrument for my research, I you'd grant me permission to do so.
Here are my research questions that I have so far. I recognize that they may require some alteration to conform to the questions, however these questions align very nicely with your instrument from my initial determination.
RESEARCH QUESTIONS TO BE INVESTIGATED: 1. To what extent do associate degree nursing students use the available text-based
lecture? 2. To what extent do associate degree nursing students use the available audio
based/pod cast lecture?
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3. What is the overall satisfaction of associate degree nursing students with text-based lecture?
4. What is the overall satisfaction of associate degree nursing students with audiobased/podcast lecture?
5. Did associate degree nursing students demonstrate a preference for audio-based lecture, text-based lecture, or neither? If a preference to a specific format of lecture, what were the reasons for student preference?
6. To what extent did associate degree nursing students perceive their test scores improved using text-based lecture?
7. To what extent did associate degree nursing students perceive their test scores improved using audio-based lecture?
8. What issues, if any, did associate degree nursing students experience when using textbased lecture?
9. What issues, if any, did associate degree nursing students experience when using audio-based lecture?
I appreciate your assistance and expertise in helping to further understanding in the use of podcasted lectures and student satisfaction with this research project. Thank you so much for your attention. I look forward to speaking with you soon.
Regards,
Rorey Pritchard RN MSN CNOR [email protected]
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Appendix G
Open Comments Text-Based Survey
• "I liked having the notes to study by already written down. I could highlight the important
parts for review easily."
• "I think it was easier to learn that way because I already have the notes to read so it gives
me more time to study. When I make my own notes, I usually don't retain anything until I
go over them again, so this saved more time in the long run."
• "The notes I think were designed to touch the basic points of each Module and had the
necessary information that we needed to understand the concepts of each module.
Overloading information can often times confuse students and make them lose track of
what they are learning. I thought that these notes were the right amount of information."
• "Any extra help or explanation was nice to have and the lecture notes gave a nice summary
of everything all in one spot."
• "Listening to lecture and trying to write sensible notes is difficult for me. It is time
consuming, makes studying for exams more difficult - the entire process is basically a
distraction. Written lectures allow me to better on the important points, highlight
information, and "print and go" taking them with me so I can study/read at my
convenience from any location. I think verbal lectures are a nice addition to on-line
classes if say a video is of a face-to-face lecture. In my past experiences some instructors
tend to emphasize more in their face-to-face - unintentionally deleting some info in their
on-line materials. However, in this course the transcripts are WONDERFUL, information
is complete, the bolding of important points denotes inflection (I can hear her voice when
I read), and cue me to pay special attention to those areas. The format is easy to
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understand and a great addition to my text. 1 vote for TRANSCRIPTS! Please bring them
back!"
• "It is much better to be familiar with the content prior to lecture or case study in class as it
makes the material make much more sense and you can ask appropriate questions."
• "I'm able to highlight what I found to be important."
• "The material for the most part is very clear cut."
• "They were clearly written in a way that made the class make sense."
• "The lecture notes are generally a condensed version of the chapter or the high notes."
• "The lecture notes were organized and help a lot of great information, but because 1 tend to
be a "hands on" leamer, 1 prefer not to use them but ask questions and stay involved
during the HPS sessions."
• "I am a very visualleamer and 1 found it helpful to be able to go back and look through my
notes and study at my convenience."
• "I agree that the lecture notes are helpful in my study habits, as 1 learn better by seeing and
reading the information."
• "1 prefer to have the lecture notes printed off as opposed to listening to the lecture on the
computer. It is easier to see and be able to understand the expectations of what should be
learned as opposed to trying to pick it out from hearing it."
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Appendix H
Open Comments Audio-Based Survey
• "It was helpful to be able to go back and listen to something again if I didn't understand it,
and be able to pause the audio to take notes at my own pace."
• "I think the audio lectures are a good addition to the lecture for the type of person that has
to hear information to learn it. I think providing both is the best way to help all types of
learners though."
• "Listening to the teacher helped me get my head around the information better than just
reading out of the book. I'm not a very strong reader."
• "It gives you a different perspective on the material, besides what you perceive when you
study a topic. With a different perspective it makes it easier to learn some ideas that you
wouldn't without the audio lecture."
• "I liked having the text based materials because I could use them for studying - my note
taking is not so good. But the audio helped me understand what was important by the way
the teacher would say some things."
• "She explains it in a way I can understand and hearing her explain it lets me understand it
better other than just reading the materiaL"
• "Reading the material helps, but hearing it and listening to the rationale helps me
remember the material much better. Having a visual and listening to the lectures puts
everything together. The audios should continue to be used. I find it very helpful."
• "I think the audio lectures help me focus on the information the instructor deems important
for each alteration we're focusing on and helps clarify the class lecture notes."
• "I like being able to listen repeatedly to the lecture material as a way to help me better
understand it."
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• "I think the audio lectures help me focus on the information the instructor deems important
for each alteration we're focusing on and helps clarify the class lecture notes."
• "I feel better listening to the instructor's voice and knowing what she really wants to
emphasize that cannot be determined seeing it on paper."
• "Initially for this class I did not listen to the lectures. I had taken online courses in the past
and it had never been offered, so I figured it probably wasn't necessary. What a big
misconception! After not doing so well on one of the exams, I decided to listen the
lectures. I am so glad that I did. It has drastically improved my understanding of the
material and made me feel more connected to the class. It is truly the best of both worlds
- the convenience of online learning along with the guidancelinteraction with staff."
• "The audio lectures expand on the PowerPoints TM. I get more out of the PowerPoints ™
when I can listen to the lecture and add to the PowerPoints™. Lectures that just read the
PowerPoints ™ to us are not beneficial and could be eliminated. If they expand or explain
the material, then it is worth the extra time to listen to them."
• "The audio lectures give an online class the feeling of a face-to-face class without the strict
schedule. I can listen to the lectures anytime I want and they still give me a sense of
connectedness to the instructor and class material."
• "Hearing information helps me remember and understand it better, then just reading it."
• "I think having the audio with the lectures made me understand the content more and put
time aside each week to listen to them and study."
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• "I think that the audio lectures were a great idea, especially for a class with so much
infonnation. 1 was nervous for taking a class like this online, but 1 think the audio makes
it seem more like it's in class."
• "I really like listening to the lectures because it feels like you are in class even when you
are listening to them at home. I can pause the lecture and re-listen to parts that 1 don't
understand and also ask questions if I have them. 1 would be very disappointed if the
audio portion of the lectures was omitted."
• "1 really like how the lectures can be started over. 1 think 1 process the infonnation better
if 1 can hear it over again. I think this is a great addition to online learning. 1 have take
online classes before and it is hard to understand the material ifit is only on a
PowerPoint™. It also brings a connection between the instructor and student."
• "That audio lectures make it convenient for those of us taking an online class. We have the
convenience of taking the online class with the advantage of an "in-class like" lecture that
we can listen to once, more than once or opt out of if we so choose. Forme, hearing
someone reading the lectures, along with their clarifications, is a better way to learn than
to just read through the PowerPoints™.,,
• "It really helped me a lot to be able to read the slides and hear the lecture at the same
time."
• "1 don't know how much the audio lectures helped me, however it was nice to hear the info
and look at."
• "My test scores improved once 1 started listening to the lectures more than once. It makes
it so that I am not missing anything she says and therefore not missing anything that may
be on the tests."
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• "Audio lectures haven't been a part of my studying up to this point."
• "While I think having the audio is a useful tool for online leamers - say if it is an audio of
face-to-face lecture I found the typed transcripts to be a far more effective study tool for
me. Nice to have an audio option but would rather have it in print. Audio alone time
consuming, notes not as pertinent, etc. I think the combination or offering both would be
best, that way one can choose what works best for them or augment their learning with
both."
• "I just thought it took more time to listen to the audio and take notes on everything the
instructor said. I would prefer if both options were available and you could choose."
• "I use dial up Internet and it takes a long time for them to load . 1 don't have time to listen
to them at school. So in general 1 found the PowerPoints ™ more helpful than the
lecture."
• "I had a hard time sitting and listening without getting interrupted."
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Appendix I
Open Comments Supplemental Survey
• "1 do learn well by hearing the lecture but it takes too long and I can learn the same thing
by reading the lecture at my convenience."
• "I have to hear things in order to learn them, but see the information in order to retain what
I have learned."
• "I am a visual learner and do best with printed material. I can take printed material with
me. It takes less time for me to view print material. I can highlight it, and use it for future
reference. Additionally, I can read and highlight much more quickly than I can listen and
taken notes."
• "I like being able to write down key points and information that I feel is pertinent vs.
trying to sift through a bunch of text to pick out what's significant to study and
understand."
• "1 really enjoy online classes, but I feel that they both equally delivery adequate
information. "
• "Both the written and the podcast lectures were good, but I think I could benefit from both
kinds if that was available."