APPRAISAL OF THEINTERACTIVE TELEVISION SYSTEM

ATMILWAUKEE AREA TECHNICAL COLLEGE

SPRING 1999

by

Richard A. Busalacchi

A Research Paper

Submitted in Partial Fulfillment of theRequirements for the

Master of Science DegreeWith a Major in

Adult/Vocational Education

Approved: Two Semester Credits

________________________________Investigation Adviser

The Graduate CollegeUniversity of Wisconsin – Stout

August 1999

ii

The Graduate CollegeUniversity of Wisconsin – StoutMenomonie, Wisconsin 54751

ABSTRACT

Busalacchi, Richard A.(Writer) (Last Name) (First) (Initial)

Appraisal of the Interactive Television System at Milwaukee Area Technical College.(Title)

Vocational Education Dr. Carol Mooney July 1999 75 Pages(Graduate Major) (Research Advisor) (Month/Year) (No. of Pages)

Publication Manual of the American Psychological Association(Name of Style Manual Used in this Study)

This study is an appraisal of Milwaukee Area Technical College’s interactive television

(ITV) as an effective and efficient instructional delivery system from the perception of

the students enrolled in ITV classes as of the Spring semester, 1999. Milwaukee Area

Technical College is a post secondary urban institution in the state of Wisconsin serving

adults in a three county area. The college is part of a state-wide full-motion interactive

television network. The study surveyed students with the purpose of collecting

demographic information, student satisfaction with the ITV delivery system, the

effectiveness of the ITV instructors, the quality of the technical aspects of the ITV

system, and the support systems of the ITV system.

Descriptors: Interactive Television

Instructional Television

Distance Education

Adult Education

iii

Table of Contents

PageINTRODUCTION

Introduction 6Statement of the Problem 8Purpose of the Study 9Objectives of the Study 9Significance of the Study 9Limitations 10Definition of Terms 11Summary 15

LITERATURE REVIEW

Introduction 16Historical Perspective 16Learner Performance 18ITV Teaching Strategies 21Summary 24

METHODOLOGY

Introduction 25Research Design 25Sample Selection 25Instrumentation 25Procedures Followed 26Methods of Analysis 27

PRESENTATION AND ANALYSIS OF DATA

Introduction 28Data From Questionnaire 28

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONSSummary 45Conclusions 46Recommendations 48Recommendations for Further Study 49

iv

REFERENCE 50

APPENDICES

Appendix A: Guidelines for Distance Education 54Appendix B: Questionnaire 58Appendix C: Letter to Instructors 64Appendix D: Student Comments from Question 37 66Appendix E: Student Comments from Question 38 68Appendix F: Student Comments from Question 39 70Appendix G: Student Responses to Other Comments 72

v

List of Figures

Figures Page

1. Sex of ITV Students 262. Age of ITV Students 303. ITV Student Status 324. Reason for Enrolling in ITV Courses 335. Employment Status of ITV Students 346. Would Enroll in Another ITV Class 357. Quality of Instructor TV Picture 408. Quality of ITV Picture of Other Site 419. Quality of Instructors Audio 4110. Quality of Students Audio 4211. Overall Functioning of ITV Equipment 43

List of Tables

1. Percent of Students That Have Taken Courses Via 31ITV Before Spring Semester 1999

2. Quality of Instruction Factors, All Locations 373. Remote Classroom Factors, All Locations 394. Classroom Aesthetics, Resources, and Orientation - 44

All Locations

Chapter 1

INTRODUCTION

Introduction

Advances in technology have led to new instructional strategies including

distance education. The advent of digitization has made it possible to send more data

through cable, fiber optics, and copper wire than ever before. This has allowed

educational institutions to use technologies such as compressed video and full motion

video. These technologies are often referred to as Interactive Television or (ITV).

In March of 1992, the Educational Resources Information Center Digest service

performed a content analysis to determine trends in the field of educational technology

over the previous year and stated that "distance education is evident at almost every

educational level in almost every sector" (Brennan, 1992). Distance Education is the

learning that takes place when teacher and students are geographically separated.

Telecommunications technologies link them on an inter-district, interstate, intrastate, or

international basis.

ITV provides opportunities for viewer interaction, either with a live instructor or a

participating student site. For example, two-way television with two-way audio allows all

students to view and interact with the teacher (Lochte,1993). At the same time,

cameras at remote sites allow the teacher to view all participating students. It is also

possible to configure the system so that all student sites may view one another.

Compressed video is a method for sending and receiving both video and audio

signals, using less bandwidth than normal by transmitting only changes in moving

frames rather than full motion. Compressed video uses ISDN lines to transmit the

8

signal from one point to another. An ISDN line is an integrated services digital network

that provides higher bandwidth and better signal than telephone lines. Bandwidth is the

amount of electromagnetic spectrum that a given signal occupies. Usually expressed in

kilohertz (thousands of hertz, or KHz) or megahertz (millions of hertz or MHz).

Currently compressed video can run at speeds up to 384Kps and 30 frames per second

using three ISDN lines.

Another technology is full-motion video, commonly referred to as the Ameritech

Advanced Video Solution (AAVS). AAVS is a method for sending and receiving both

video and audio signals, using full broadcast motion over a DS3. A DS3 is a rating of a

point to point digital private telecommunications circuit capable of transmitting data at

44.736 Mbps. In the public network, that capacity is equal to 672 digital communication

(voice) channels at 64 Kbps each or 28 T-1 circuits.

As colleges and universities struggle to maintain adequate levels of enrollment,

technology has allowed educational institutions to be competitive. Institutions are no

longer enrolling learners just in their "district" or "boundary area". It is now

commonplace for learners to enroll in out of district institutions and take classes in their

home district using instructional technology. The education system has typically used

technology in a rather non-systematic manner and in some cases has been quite

resistant to the implementation of technology (Kerr,1991, Hodas,1993). It should not be

surprising to find that there is still some controversy surrounding the quantification of

technology's impact (e.g. Swan and Mitrani, 1993).

Milwaukee Area Technical College (MATC) has been using ITV to deliver

programming since 1996. MATC delivered programming to its' four campuses.

9

Courses that has been delivered via ITV includes: Advertising 1, Marketing Research,

Legal Terminology and Court Structure, Legal Office Procedures, International

Business, Furniture Industry, Building Construction, Diet Orientation, Business

Practice/Occupations, Introduction to Hotel/Hospitality Industry, Color Theory, Furniture

History, Interior Design Sales Techniques, Advanced Nutrition, African American

Literature, Holocaust Literature, Technical Mathematics, Legal Aspects of Medical

Records, Quality in Health Care, and Diagnostics/Procedures Coding 1. It was

inevitable that if the MATC is to be a leader in technical education, as well as survive

the next 20 years, that an investment be made in distance education.

MATC had lagged behind other institutions in distance education using ITV.

Other institutions like North Central Technical College have been delivering ITV

programming since 1987(Cummings, 1991). MATC currently uses both compressed

video and AAVS.

As the cost of technology decreases and the availability of hardware increases, it

was important that the MATC assess the effectiveness of using these technologies

rather than delivering traditional instruction. An assumption would be that as the price

of hardware and telecommunications drops, MATC will utilize more ITV systems.

Learner satisfaction to indicate the effectiveness of ITV needs to be measured. MATC

needs to be cost effective in the delivery of instruction, but at the same time ensure the

quality and integrity of instruction.

Statement of the Problem

As MATC believes in meeting the needs its learners by providing affordable and

accessible quality education, it is imperative that interactive television be benchmarked

10

by the same criteria if delivered in a traditional classroom. It is important for the college

to determine effectiveness of this instructional delivery method. The problem is that the

effectiveness of instructional television, has never been studied at Milwaukee Area

Technical College.

Purpose of the Study

The purpose of this study is an appraisal of Milwaukee Area Technical College’s

interactive television (ITV) as an effective and efficient instructional delivery system from

the perception of the students enrolled in ITV classes as of the Spring semester, 1999.

Objectives of the Study

The objectives of this study are to:

1. Collect and analyze demographic data on learners enrolled in Instructional

Television courses at MATC.

2. Evaluate learner satisfaction with the technical and instructional aspects of

the Instructional Television delivery system.

3. Develop recommendations from learners on how to improve the interactive

television - Instructional Delivery system.

4. Compare learner perceptions by each remote classroom location.

Significance of the Study

Milwaukee Area Technical College will be able to use this study to determine

strengths and weaknesses with the Instructional Television system and will provide

11

direction and justification for modifications. This feedback may be used to ensure that

learners have adequate instructional support systems and services, as well as ensuring

a trouble-free technical environment.

This study will also provide feedback to be included in Milwaukee Area Technical

Colleges upcoming North Central Association Accreditation focus visit. The college has

been preparing for a 1999 site visit by NCA. This visit will include a comprehensive look

at the way MATC delivers distance education, to see if the college meets NCA

Guidelines for Distance Education.

Any institution offering distance education is expected to meet the requirements

of its own regional accrediting body, and be guided by the Western Interstate

Commission for Higher Education (WICHE) Principles. In addition, an institution is

expected to address, in its self-studies and/or proposals for institutional change, the

following expectations, which it can anticipate will be reviewed by its regional

accrediting commission. (Attachment A)

Limitations

The following are limitations of this study:

1. There will be no attempt to identify or evaluate teacher effectiveness toward

ITV as a cause of any variation in student performance.

2. The study measured the learner's perception of Milwaukee Area Technical

College's ITV system registered in the Spring semester, 1999. Only students

enrolled in associate degree courses were surveyed. Students enrolled in

seminars or continuing education courses were not included in this study.

12

3. The study did not address how the faculty perceive the technical and

instructional effectiveness of ITV.

4. This study will only address learners taking classes using AAVS, not

Instructional Televised Fixed Service (ITFS) or compressed video.

5. The study did not identify the instructor, their experience or orientation to

using the ITV technology as an instructional delivery system.

6. The study did not identify the learners enrolled in the courses being

compared.

13

Definition of Terms

Bandwidth: The amount of the electromagnetic spectrum that a given signal occupies.

Usually expressed in kilohertz (thousands of hertz, or kHz) or megahertz (millions of

hertz or MHz).

Bps: Bits per second; a measure of a modem’s speed in terms of the number of bits

that modem can transfer from one computer to another in one second; higher bit rates

are better. Synonymous with baud rate.

Broadcast : Television and radio signals designed to reach a mass audience.

Codec: coder/decoder. A device that converts analog signals to digital and digital to

analog.

Compressed video: A method for sending video signals using less bandwidth than

normal by transmitting only changes in moving frames rather than full motion. The

reconstituted image exhibits some motion and, depending on the available bandwidth

and capacity of the transmitters and receivers, the motion may appear somewhat

irregular. This effect occurs in compressed video technology because the moving areas

of the image are only approximated.

Digital: Based on a binary code in which information is sent as a series of "on" and "off"

signals (or 1s and 0s).

Digital signals: Signals which consist of a series of discrete elements that have only

one value at a time. Digital transmission systems are the heart of most modern

communication systems, and are more precise and less subject to interference than

analog systems.

14

Distance learning or education: Instruction that takes place when teacher and students

are geographically separated. Telecommunications technologies link them on an inter-

district, interstate, intrastate or international basis.

DS: Digital Signal Speed. A unit of measurement used to classify the capacities of

telecommunication circuits.

DS-3: The rating of a point to point digital private telecommunication circuit capable of

transmitting data at 44.736 Mbps. In the public network, that capacity is equal to 672

digital communication (voice) channels at 64 Kbps each or 28 T-1circuits.

Fax: A telecommunications device used to send facsimiles of documents over

telephone lines to other Fax machines or computers. Fax machines use a combination

of photocopier and modem technologies.

Fiber Optics: A technology for transmitting voice, video, and data via light over thin

fibers of glass. This technology has much greater bandwidth capacity than conventional

cable or copper wire.

Gateway: A device connecting two dissimilar networks that adds security, flow control

and protocol conversion. Gateways typically handle protocol conversion operations

across a wide spectrum of communications functions or layers, and they require

software programming and central management.

Infrastructure: In technology, the underlying mechanism or system by means of which

voice, video, and data can be transferred from one site to another and be processed.

15

ISDN: Integrated Services Digital Network. An emerging digital telecommunications

technology that provides higher bandwidth and better signal than regular telephone

lines.

ITFS: Instructional Television Fixed Service. Line of sight, microwave technology for

transmitting and receiving sound and video. Requires federal Communication

Commission licensing and is reserved for educational use.

MATC: Milwaukee Area Technical College

Milwaukee Campus: MATC's main campus located in Milwaukee, Wisconsin

North Campus: MATC's campus located in Mequon, WIsconsin

South Campus: MATC's campus located in Oak Creek, Wisconsin

T-1 Line: A high-speed, leased telecommunication circuit capable of transmitting data

at the rate of 1.544 Mbps (1,544,000 bits per second). (See also DS-1.)

Technology: The application of knowledge, tools and skills to solve practical problems

and extend human capabilities.

Telecommunications: The exchange of voice, video or data through digital or analog

electromagnetic or electronic signals (e.g. radio, telephone, television, facsimile,

computer/modem).

Teleconference: Communication via audio, video, or computer between two or more

groups in separate locations.

Video Conferencing: Using video and audio signals to link participants at different and

remote locations for a specific purpose.

West Campus: MATC's campus located in West Allis, Wisconsin.

16

Summary

This chapter presented the introduction, statement of the problem, the purpose of

the study, the objectives of the study, the significance of the study, the limitations of the

study, and the definition of terms.

Chapter 2 will address the review of literature by presenting a historical

perspective, learner performance, and ITV teaching strategies.

17

Chapter 2LITERATURE REVIEW

Introduction

As use of ITV at MATC gained momentum during the late 1990’s, college faculty

and staff have done little research into the effectiveness of teaching using ITV. As of

September 1997, a state-wide network infrastructure has been completed allowing for

connectivity of geographical based networks around the state. Still, no formal research

was reported.

Examination of the literature will address three major categories:

1. Historical perspective of Distance Learning at MATC ITV.

2. Learner performance using ITV. and

3. Discussion of teaching effectiveness.

Historical Perspective

For the past 10 years enrollment has been steadily declining at MATC.

Reductions in revenues have occurred from both state and federal governments. This

may sound like the story of a rural college, but its not. It is the story of a strong urban

centered college.

Normally, distance learning was used as a method to share resources and

promote enrollment among multiple institutions. At MATC distance learning had been

used primarily as a method to provide easier student access to instruction and at the

same time providing a minimum headcount to run a specific course. As student

enrollments was decreasing among most of the Technical Colleges across the State of

Wisconsin, distance learning has become a necessity, a new way of doing business.

18

Most if not all of the Wisconsin Technical Colleges now have the infrastructure to

connect to one another or other Wisconsin schools/institutions/universities via ITV, thus

sharing programs and resources.

Distance learning is being promoted as a method of instruction used to prevent

declining enrollment. Using distance learning where students are geographically

separated from the instructor is a cost-effective method of providing instruction that is

well received by students and instructors. Throughout the United Stated, educational

networks have been created, linking teacher and students to provide instruction in

classes that individual school districts cannot afford to offer. In the case of MATC, most

courses are provided within the four-campus region. Some courses however, are

shared with other colleges. These courses for the most part have a unique program or

instructor that is specialized.

The use of ITV by post-secondary institutions, especially Wisconsin Technical

Colleges was stimulated in 1997. Technology for Educational Achievement in

Wisconsin (TEACH) provides support for educational technology and

telecommunications. As a result, all Wisconsin K-12’s, Technical Colleges and Libraries

are eligible for subsidized access to the state infrastructure of DS3 video service. At

present in Wisconsin there are over 237 ITV sites which comprises 35 ITV networks that

utilize the states DS3 network (Waden, 1999).

The state DS3 network (Badgernet) connects all participating colleges, schools,

and universities by fiber optics. Classes are offered with an instructor at the host site,

connected to one of three remote locations. The system is fully interactive, with the

instructor and students able to see and hear each other at all times. Each student is

19

near a push-to-talk microphone. The instructor uses various instructional multi-media

equipment that include: document camera, video-cassette recorder, graphics tablet,

computer display, and other instructional media.

Learner Performance

In a study done comparing the far site as well as a traditional classroom

results showed no significant difference in math achievement among the these groups.

There were also no differences in student attitudes toward enrolling in future ITV

courses when comparing the host site with the remote site. The results of this study

show that developmental algebra students at the distance learning sites are learning as

well as those students in the traditional classrooms (Hodge-Hardin 1995).

When distance education students were compared to students taking the same

traditional class either group was significantly different from the other on their pre-test

performance. The same is true of both groups on the objective post-test measure. The

t-test revealed no significant difference between the groups (McCleary & Egan 1995).

There are generally no differences in achievement between students in traditional

classes and those in distance-delivered classes, or between distance students at

remote sites and those at origination sites where a teacher is present (Sorensen 1995).

Distance education has been found to be effective when measuring student

achievement by attitudes, and by cost-effectiveness. Student achievement in

interactive distance education classes has been as good as or better than that of

students learning from traditional teaching methods (Jones, Simonson, Kemis, &

Soresen 1992). Most studies comparing traditional classroom instruction with ITV have

20

shown no significant differences in student achievement. ITV appears to produce

comparable academic achievement to traditional classroom instruction” (Olcott 1992).

In another study, there is no significant difference between the campus-based students

and the distance learners in terms of final course grades” (Dexter 1995).

Jamieson McKenzie outlines a number of reasons why this might be the case.

His reasons include the lack of time and resources required to conduct the necessary

research as well as the lack of an understanding of how such research findings could be

used beneficially, for instance, to inform future implementations. McKenzie also states

that "the most substantial research into student learning with technologies has

examined performance on lower order tasks and basic skills. Too little work has been

done measuring gains in higher order skills" (McKenzie 1995). He and many others

who write on this topic (Hawkins and Honey, 1993, Riel, 1993, Ehrmann, 1995, etc.) talk

about large scale change and the accompanying need for careful planning (including

the provision of professional development opportunities related to technology) to enable

the maximum benefits for learning to occur.

Many educators ask if distant students learn as much as students receiving

traditional face-to-face instruction. Research comparing distance education to

traditional face-to-face instruction indicates that teaching and studying at a distance can

be as effective as traditional instruction. When the methods and technologies used are

appropriate to the instructional tasks, there is student-to-student interaction, and when

there is timely teacher-to-student feedback, this has been proven to be effective as

traditional instruction. (Moore & Thompson, 1990; Verduin & Clark, 1991).

21

Student performance represents a key aspect of teaching effectiveness.

However, reviews of research comparing the effectiveness of ITV have found no or

small differences in student achievement and a distance learning study (Storck &

Sproull, 1995) found no differences between the performance of students given

interactive television and face-to-face instruction. Cleveland and Bailey argued that

distance learning studies "need to move beyond the limited perspective of class grade

point averages as indicators of program quality and student learning" (Cleveland and

Bailey,1994:140).

Designing courses to be engaging encourages and facilitates learning (Adelson,

1992) and is vitally important in distance education (Goodhue & Thompson, 1996).

"Students must feel comfortable with the tools of the Information Age" (Peck and

Dorricott, 1994) and that "individuals need to learn at higher rates of effectiveness and

efficiency than ever before because of rapidly growing bodies of relevant information

and the escalation of knowledge and skill requirements for most jobs” (Alavi, 1994).

Research continues to indicate there is no significant difference in what students

learn whether they are in large or small classes, participating in ITV, or studying alone in

an independent study course (Huffington 1990). Good teaching by ITV and other

distance education techniques has results no better or worse than good teaching by any

other method, including good face-to-face instruction (Moore &Thompson 1990).

One of the first issues to be investigated was whether students were getting the

same education in the technologically delivered classes as in the traditional classroom.

There are no significant differences in academic performance for students in the two

settings (Gehlauf, Shatz, & Frye 1991).

22

According to a report compiled by Williams, "Statistical analysis of the data

showed that there was no difference in performance of the two skills between those who

received in-class instruction and those who received instruction through ITV" (Williams

1992, p.217). “Students at the distance classroom had a significantly more positive

attitude than students at the origination site." There was no significant difference in the

average grades earned by the students at the two sites (Jurasek 1993).

"Education has received a much needed boost in the form of distance learning and a

key catalyst for the growth of distance learning is video communications" (Walsh &

Reese, 1995). Students are no longer expecting that the traditional boundaries of time

and place for instruction be eliminated, they are demanding it. "What happens to higher

education when every student has a link to a flood of words and images of every

imaginable kind from around the world, and when every teacher and every student can

reach out to each other at all hours of the day and night?" (O'Donnell, 1996).

ITV Teaching Strategies

Well trained and well-prepared faculty contribute to the success of any distance

education program. To deliver course material successfully, it is essential that faculty

devise alternative instructional planning methods. In the case of ITV, faculty should

focus on long-term preparation activities and create detailed, extended syllabi to ensure

success (Wolcott, 1993). The more time that is spent up-front working with faculty the

greater the degree of comfort and confidence they show, and that confidence, in turn,

leads to success in the classroom (Bergmann and Raleigh, 1996).

23

According to Curtis Ho, teachers should undergo a formal training program specifically

designed for ITV (Ho, 1991). Training should include designing instruction that consists

of four phases: design, development, evaluation, and revision of courses. Key to

success is adequate use of visuals and concrete examples using practical applications.

Ho states that a detailed syllabus should be made available to students.

As part of the instructional design, students should be informed about their

responsibilities in a distance learning course. Prospective students need to know that a

distance course requires self-discipline, self-motivation, the ability to work

independently, and perseverance (Hardy and Boaz 1997). Information concerning

interaction in the distance course should also be provided. McHenry and Bozik studied

interaction at a distance and concluded that it is a critical factor to the success of a

learner in both face-to-face instruction and distance learning (McHenry and Bozik1995).

Therefore, they recommend that instructors integrate interaction in their

instruction by encouraging student interaction and supporting the proper use of

equipment so every student at each site may participate in classroom activities to the

fullest. Clark stated that the “media are mere vehicles that deliver instruction, but do not

influence achievement any more than the truck that delivers our groceries changes our

nutrition” (Clark 1983, p.445). The selection of technology/media must be appropriate

for the delivery of each part of the course. Inappropriate selection of technology for

delivery of instruction can impact the learning outcome.

Garrison, in contrast to Clark, links distance education to technology essentially

because it is through technology that many distance education programs are delivered.

The benefit to the learner is that through the use of appropriate technology for distance

24

delivery, the instruction setting can journey well beyond the traditional lecture-based

format. As Garrison points out: “Without the use of technology, distance education

would not exist” (Garrison 1987, p.45).

The quality of distance education depends on the degree of interaction across

and within distance learning sites. Faculty involvement in this process is crucial

(Massoumian,1989; Kabat & Friedel, 1990). Faculty must engage students in the

learning process, and perceive themselves to be facilitators of interactivity (Collins &

Murphy, 1987). Interactive learning methods for a technological setting entail

development of a well-designed lecture, containing interactive components, rather than

free-form, interactive recitation (Hobbs, 1985; Bland et al., 1992).

In their study of effective teaching practices, Barker and Patrick observed fifteen

hours of three courses taught over an ITV system. Utilizing content analysis, they

concluded that interactive instruction is effective when (a) the instructor initiates dialog

frequently; (b) students initiate dialog frequently; (c) adequate time for student

participation across learning sites is provided; (d) level of questioning; (e) topic

coverage is structured in advance; (f) expectations for student participation and

performance are made explicit; (g) a review period is included; (h) participation is

positively reinforced; and (I) corrective feedback is offered as appropriate (Barker and

Patrick, 1998).

25

Summary

The objectives of this study were “is Milwaukee Area Technical College’s

interactive television (ITV) an effective and efficient instructional delivery system from

the perception of the students enrolled in ITV classes as of the Spring semester, 1999?”

The majority of studies conducted to determine the effectiveness of ITV have

been favorable from the standpoint of the learner. The advantages of ITV to both

learners and institutions offering the courses will help its continued use.

26

Chapter 3METHODOLOGY

Introduction

The methods and procedures used in this study to determine the effectiveness of the

ITV system at Milwaukee Area Technical College are explained in this chapter under

the following headings of; Research Design, Sample Selection, Instrumentation,

Procedures Followed, and Methods of Analysis.

Research Design

The purpose of this study was to appraise Milwaukee Area Technical College’s

interactive television (ITV) as an effective and efficient instructional delivery system from

the perception of the students enrolled in ITV classes as of the Spring semester, 1999.

Sample Selection

Students completing courses offered via ITV for the Spring Semester 1999 were

the selected sample in this study. To obtain names, a list was obtained from the

colleges student services department.

Instrumentation

The data necessary to achieve the objectives of this study were gathered by

means of a survey questionnaire. The questionnaire was formatted to be tabulated by

the computer and to be used as part of the institutions annual student survey report.

The demographic information was modeled similar to other student survey forms the

college uses in order to gather consistent information that would be useful to the

27

institution. Those items were male/female ratio, age, employment status, and type of

student. Other responses that were included in the survey were questions that related

to ITV instruction, remote classroom management, and technical operations.

Procedures Followed

The questionnaire (Appendix B) and cover letter (Appendix C) were distributed

the last month of the Spring 1999 semester. The questionnaires were distributed to all

ITV instructors who were responsible for having their learners complete the survey. The

learners who were surveyed are adults registered in Milwaukee Area Technical College

associate credit ITV courses. Learners not in attendance at this class session surveyed

were not included in this survey. The students were located at the Main, North, South,

and West campuses.

A list of the courses to be studied was provided to the registrar of MATC. A list of

these courses is included in (Appendix D). At the conclusion of the semester the

registrar provided the following information to the researcher: last four digits of the

student ID number, course name and number, age of the student, and gender of the

student. There were a total of 65 students out of a possible 96 students taking 7 ITV

classes that were studied.

Surveys were then hand-delivered to the University of Wisconsin-Milwaukee,

Division of Continuing Education and Outreach where they were tabulated.

28

Method of Analysis

The completed questionnaires were tabulated in the following formats:

1. Total of all responses.

2. Total responses by regional campus or receive sight compared to total responses.

The first 12 survey items were tabulated for ITV student demographics. In items

13 through 21, students were asked to indicate their degree of agreement with

various statements relating to their satisfaction with the instruction of their ITV

course. The degree of agreement ranged from strongly agree to strongly

disagree and allowed for students to express a none response of no opinion.

Only students at remote classrooms were asked to complete items 22 to

28 with a choice of yes or no response.

All students were asked to respond to items 29 through 36 which dealt

with their satisfaction with the technical aspects and support systems of the ITV

system. Student had four responses from excellent to poor to rate the quality of

video, audio, and overall functioning of the system.

The responses were tabulated by numerical count to each choice, with a

percentage for each subtotal of the regional campus compared to the total

responses. All responses carried the same weight.

29

Chapter 4PRESENTATION AND ANALYSIS OF DATA

Introduction

This study was to appraise Milwaukee Area Technical College’s (MATC)

interactive television (ITV) as an effective and efficient instructional delivery system from

the perception of the students enrolled in ITV classes as of the Spring semester, 1999.

Most of the students responded to all of the items on the questionnaire. However

there was only one respondent from the Milwaukee Campus. Therefore, the Milwaukee

Campus was not used in the data analysis due to inconclusive data. In addition, some

respondents either unintentionally overlooked a particular question or for some reason

chose not to provide an answer. The reported data percentages are based only on the

number of responses to an item. The non-responses were not included in the analysis

and presentation.

Data from Questionnaire

There were a total of 65 students out of a possible 96 students taking six ITV

classes that were studied. The ITV classes that were held during the second semester

of the 1999 – 2000 school year were: Marketing Research, Advertising 1, Furniture

History, Survey of Herbaceous Plants, Psychology for Dietetics, and Business Writing.

The first items revealed demographic information about the respondent. The

results of this data were separated by the MATC regional campuses of Main

(Milwaukee), North (Mequon), South (Oak Creek), and West (West Allis). Due to lack of

30

sufficient data, the Milwaukee Campus response will not be used further in this study.

The composite is a compilation of all the data for North, South, and West.

The first item identified the course the respondent was enrolled in: 34% were

enrolled in Furniture History, 23% in Fastrak Marketing, 20% in Advertising, 17% in

Survey of Herbaceous Plants, and 4% in Business Writing.

Item two identified the location the student was enrolled at: 29% of ITV students

in the Spring of 1999 attended the South Campus, while 26% attended North Campus

and 8% attended the West Campus.

Item three asked for the semester of enrollment. All students completed the

survey during the Fall Semester of 1999.

Item four identified the ratio of male to female students. For the spring semester

1999, 74% of students were female and 26% male (Figure 1).

Figure 1 - Sex of ITV Students

Note. % = percent

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

North West South Composite

PE

RC

EN

T

Male

Female

31

The college’s male-female ratio for students enrolled in associate degree programs are

46 - 54. All of the courses surveyed for this study were associate degree courses.

Item five identified the age of the ITV student. Students aged 19-25 made up the

majority of enrollment with 43%, students 26-40, and 41-60 had 18% each. There were

no ITV students over 60 and only one student 16-18 (Figure 2).

Figure 2 – Age of ITV Students

Note. % = percent

Item six asked the respondent if they has been a student at MATC before. There

were 89% who indicated they had been students before, with 11 % indicating they were

new students.

Item seven asked if the student had taken a course via ITV before, 77% indicated

this was there first ITV class, and 23% indicated they had taken an ITV class before.

0%

10%

20%

30%

40%

50%

60%

70%

80%

North West South Composite

PE

RC

EN

T

16-18

19-25

26-40

41-60

over 60

32

South Campus had the majority of students who had never taken an ITV class, 86%.

See Table 1 for complete results.

Table 1

Item eight asked the student to respond to their status of a full-time, part-time or

unassigned to a vocational or associate degree program. Each of the regions varied in

the number of part-time and full-time students. There were no vocational degree

program students. All students were enrolled in an associate degree program, 35.5%

were full-time, 55.5% were part-time, and 9% were unassigned (Figure 3).

Percent of Students That Have Taken Courses Via ITV Before Spring Semester 1999

Spring Semester 1999 Campus Yes No

North 35% 65% West 25% 75% South 14% 86% Composite 23% 77%

33

Figure3 – ITV Student Status

Note. % = percent

Item nine asked the student to select the most important reason for enrolling in a

course they were taking via ITV. The choices were 1) to earn credit toward a degree or

diploma, 2) occupational improvement or advancement, 3) convenience of taking a

class in my community, 4) reduce or eliminate travel time and cost, and 5) time of day it

was offered. A total of 97 students responded to this item with 49 or 75.5% choosing

the reason of earning credit toward a degree or diploma. A total of 20 or 31%

responded to the choice of the time of day it was offered. A total of 11 or 17%

responded for both choices of occupational improvement or advancement and reduce

or eliminate travel time and cost (Figure 4).

0%

10%

20%

30%

40%

50%

60%

70%

North West South Composite

PE

RC

EN

T Full-time

Part-time

Other

34

Figure 4 – Reason for Enrolling in ITV Courses

Note. % = percent

Item ten asked the student how they learned about the ITV course. The majority

of students 38 or 60% indicated that a class schedule was sent to their home. The

others indicated a counselor, newspaper, flyer/brochure, and a friend/supervisor.

Item eleven asked the employment status of the ITV student. Over 38% or 25 of

the respondents are employed over 40 hours per week, 54% or 35 students were

employed less than 40 hours per week, and only 7% or 5 students were not employed.

This data correlates to item 9 for the reason of occupational improvement for taking the

ITV course (Figure 5).

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

North West South Composite

PE

RC

EN

T

Degree

Occupational

Location

Travel

Time

35

Figure 5 – Employment Status of ITV Students

Note. % = percent

Item twelve asked the student if they would take another course offered in the

ITV format. They were given the choice of yes or no. There were 63 responses to this

question. The response was positive with 87% or 54 responding yes and 13% or 9

responding no (Figure 6). Of those who would take another course over ITV, 94% are

men, 79% are women, 71% are 1925 years, 94% are 26-40 years, and 89% are 41-60

years. All students in Fastrak Marketing said they would take another course via ITV,

54% in Advertising, 73% in Survey of Herbaceous Plants, 75% in Business Writing, and

95% in Furniture History.

0%5%

10%15%20%25%30%35%40%45%

North West South Composite

PE

RC

EN

T

Over 40

30-40

20-30

Less than 20

Unemployed

36

Figure 6 – Would Enroll in Another ITV Class

Note. % = percent

Items 13 through 21 of the questionnaire dealt with the students satisfaction with

the instruction delivered via ITV. Respondents were given the choice of strongly agree,

agree, no opinion, disagree, or to strongly disagree. As these items dealt with the

instruction, instructor organization, and ability to adapt to using the ITV delivery system,

the data is a composite of all campuses as there was not a need to identify student

perception by region. For complete results see Table 2.

Item 13 asked the student if a course syllabus was provided. No students

disagreed. Item 14 asked if the instructor was well prepared and organized for each

class session. Only 1 student strongly disagreed. Item 15 asked if the instructor’s

instructional approach was well suited to ITV. Students strongly agreed or agreed that

97% of their instructors were well suited for ITV teaching. Item 16 asked the students if

the instructor was available for individual help and encouraged them to contact him/her

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

North West South Composite

PE

RC

EN

T

Yes

No

37

if they needed assistance. Eighty-four percent strongly agreed or agreed that their

instructors were available for individual help. Over 84% of students strongly agreed or

agreed with Item 17 asking the students if the instructor used a variety of visual aids

that were well suited to ITV. Item 18 asked students if classroom handouts and

resource materials were available for the course. Ninety-four percent strongly agreed or

agreed that materials were available. Item 19 asked if the instructor encouraged all

students to participate in discussions. Ninety-two percent of the students felt they were

included. Item 20 asked the student if the instructor helped them feel comfortable using

the microphone to interact. Seventy-nine percent strongly agreed or agreed with the

statement. The last item asks the student if the instructor used the camera switches

appropriately. Five percent of the students disagreed that the instructors do not use

camera switches appropriately.

38

Table 2

Quality of Instruction Factors, All Locations

Item Strongly No StronglyAgree Agree Opinion Disagree Disagree

13. A course syllabus was provided.

49 (75) 14 (22) 2 (3) 0 0

14. Instructor has been well prepared for each class session.

40 (62) 22 (34) 2 (3) 0 1 (1)

15. Instructor's instructional approachwas well suited to ITV.

39 (60) 24 (37) 1 (1) 1 (1) 0

16. Instructor was available forindividual help and encouragedstudents to see or call him/her ifthey were having difficulties.

35 (54) 18 (28) 8 (12) 3 (5) 1 (1)

17. Instructor used a variety of visual 34 (52) 21 (32) 8 (12) 2 (3) 0 Aids that were well suited to TV .

18. Classroom handouts and resource materials were available for the course.

40 (62) 21 (32) 3 (5) 1 (1) 0

19. Instructor encouraged all students to participate in class discussions and activities.

44 (68) 16 (25) 4 (6) 1 (1) 0

20. Instructor helped students feelComfortable using themicrophones to interact with theinstructor and the other students.

28 (45) 21 (34) 11 (18) 1 (1) 1 (1)

21. Instructor used the camera switches appropriately.

30 (47) 26 (41) 5 (8) 3 (5) 0

Note. ( ) = percent

39

Approximately 42 percent of the students enrolled in ITV classes are attending

class at a remote classroom. Respondents who were students at the remote sites were

asked to complete items 22 through 28 with either a yes or no statement. For complete

results see Table 3.

Item 22 asked the students if the remote classroom was open and technically

ready for each class session. Only 10% of the students disagreed with this statement.

Item 23 asked the students if it was easy to be attentive to the instructor on the

television monitor. Over 85% of the students agreed with this statement. Item 24 asked

the students if they felt comfortable with the push-to-talk microphone. Seventy percent

of the students responded negatively to this statement and said they did not like using

the push-to-talk microphone. Ninety percent of the students felt that classroom

handouts and resource materials were always available in the remote classroom.

Ninety-two percent of the students felt that the ITV facilitator was helpful regarding on-

site activities. Item 27 asked the students if their classmates at the remote classroom

were attentive to the instructor and classroom tasks. Seventy-nine percent of the

students agreed with this statement. The last item of this section asked if the instructor

personally visited their remote classroom. Over eighty percent of the students indicated

that their instructor did visit the remote classroom.

40

Table 3

Remote Classroom Factors, All Locations

Item Yes No

22. The remote classroom was openand technically ready for eachclass session.

36 (90) 4 (10)

23. It was easy to be attentive to theInstructor on the monitor.

34 (85) 6 (15)

24. I felt comfortable using thePush-to-talk microphone to interact

With the instructor or students.

8 (38) 13 (62)

25. Classroom handouts and resourceMaterials were always available.

34 (90) 4 (10)

26. The ITV facilitator was helpful regarding on-site activities such as material distribution, available to assist me with any testing, system orientation or problems.

35 (92) 3 (8)

26. Students at my class location wereattentive to the instructor andclassroom tasks.

30 (79) 8 (21)

27. My instructor personally visited my remote classroom.

30 (83) 6 (17)

Note. ( ) = percent

The final items of the questionnaire dealt with the technical aspects of the ITV

system. Items 29 through 34 ask the students to rate the quality of video, audio, and

the physical arrangement of the ITV classroom. Items 35 and 36 ask the student to

evaluate the ITV support systems of the library and the ITV orientation session. The

students were asked to rate the technical aspects as strongly agree, agree, no opinion,

disagree, or strongly disagree.

41

Item 29 asked the students to rate the quality of the TV picture of the ITV

instructor. Ninety-seven percent of students strongly agreed or agreed with the quality

of the picture (Figure 7).

Figure 7 - Quality of Instructor TV Picture

Note. % = percent

Item 30 asked the students to rate the quality of the remote classroom TV

picture. Eighty-four percent strongly agreed or agreed with the quality of the remote

classroom TV picture (Figure 8).

0%

10%

20%

30%

40%

50%

60%

70%

North West South Composite

PE

RC

EN

T

Strongly Agree

Agree

No Opinion

Disagree

Strongly Disagree

42

Figure 8 – Quality of ITV Picture of Other Sites

Note. % = percent

Item 31 asked the students to rate the quality of the instructor’s audio. Ninety-

one percent strongly agreed or agreed with the quality of the instructors audio (Figure

9).

Figure 9 – Quality of Instructors Audio

Note. % = percent

0%

10%

20%

30%

40%

50%

60%

70%

North West South Composite

PE

RC

EN

TStrongly Agree

Agree

No Opinion

Disagree

Strongly Disagree

0%

10%

20%

30%

40%

50%

60%

70%

80%

North West South Composite

PE

RC

EN

T

Strongly Agree

Agree

No Opinion

Disagree

Strongly Disagree

43

Item 32 asked the students to rate the quality of the students audio. Over 25%

had no opinion, disagreed, or strongly disagreed (Figure 10). Overall the quality of the

students audio is rated lower than the instructor audio.

Figure 10 – Quality of Students Audio

Note. % = percent

Over 25% of the students had no opinion, disagreed, or strongly disagreed on

the overall functioning of the equipment, thus suggesting equipment problems,

breakdowns, or failures (Figure 11).

0%

10%

20%

30%

40%

50%

60%

70%

North West South Composite

PE

RC

EN

T

Strongly Agree

Agree

No Opinion

Disagree

Strongly Disagree

44

Figure 11 – Overall Functioning of ITV Equipment

Note. % = percent

Over 85% strongly agree or agree with the classroom lighting, atmosphere,

space, and temperature. Over 25% have no opinion, disagree, or strongly disagree that

the classroom is free from distracting noises. Over 70% of the students strongly agreed

or agreed that there was the availability of library resource materials including textbooks

for their class. Over 30% of the students had no opinion, agreed, or strongly disagreed

with the orientation session for the ITV system, indicating there is not an ITV orientation

session or the session could be improved. For complete results see Table 4.

0%

10%

20%

30%

40%

50%

60%

North West South Composite

PE

RC

EN

TStrongly Agree

Agree

No Opinion

Disagree

Strongly Disagree

45

Table 4

Classroom Aesthetics, Resources, and Orientation – All Locations

Item Strongly No StronglyAgree Agree Opinion Disagree Disagree

34. The classroom atmosphere,Lighting, space, and temperature.

21 (34) 32 (52) 3 (5) 3 (5) 3 (5)

34. The classroom quietness – free from distracting noises.

25 (40) 21 (33) 8 (13) 7 (11) 2 (3)

35. The availability of library resource materials including textbooks for your class.

23 (37) 22 (35) 13 (21) 4 (6) 1 (2)

36. The orientation session for your ITV system.

16 (27) 24 (40) 15 (25) 2 (3) 3 (5)

Note. ( ) = percent

The last page of the survey asked the students to respond to qualitative

questions. Item 37 asked what other courses students would like to see offered via ITV

(See Appendix D). Item 38 asked what the student liked most about the ITV system of

delivering instruction (See Appendix E), and Item 39 asked what the student would do

to improve the ITV system of delivering instruction (See Appendix F). Most students

indicated they took the ITV course for the convenience and that the course was

available. As far as improving the ITV system, most students responded that instructors

should be better trained on ITV, technicians should be better trained to respond to

hardware problems, and to improve return student audio. Students were also asked for

other comments (See Appendix G).

46

Chapter 5SUMMARY, CONCLUSIONS, and RECOMMENDATIONS

Summary

The purpose of this study was to appraise Milwaukee Area Technical College’s

interactive television (ITV) as an effective and efficient instructional delivery system from

the perception of the students enrolled in ITV classes as of the Spring semester, 1999.

A questionnaire with 39 items was developed. The questionnaire was distributed during

the last month of the Spring semester, 1999. There were a total of 65 out of a

possible125 students or 52% of the Spring, 1999 ITV enrolled students who completed

the survey.

The questionnaire included student demographic data, student satisfaction with

the ITV delivery system, the effectiveness of the ITV instructors, the quality of the

technical aspects of the ITV system, and the support systems for the ITV system.

Two qualitative questions asked the students for their responses on the benefits

of ITV, and suggestions for improving the instructional delivery system.

Conclusions

The following conclusions relate to the objectives of the study:

Objective 1

Collect and analyze demographic data on learners enrolled in Instructional

Television courses at MATC.

1) The Milwaukee Campus does not have a significant ITV enrollment as

compared to the other campuses.

47

2) The average ITV student is female between the ages of 19 to 25,

employed less than 40 hours per week, and enrolled as Associate

Degree students.

3) The approval rating of the ITV system is very impressive. A total of

83% of the students indicated they would take another course via ITV,

as 77% of the students indicated they had never taken an ITV course

before.

Objective 2

Evaluate learner satisfaction with the instructional and technical aspects of the

ITV delivery system.

1) The ITV instructors are doing a excellent job of using the ITV system to

deliver instruction. The students felt the instructors were prepared for

each class session, were available for individual help, encouraged

students to participate in class sessions, used good distance education

strategies, and helped students feel comfortable using the

microphones to interact with the instructor and other students.

2) Instructors make a point of visiting remote class sites.

3) The technical components of the ITV system were adequate. The

students felt the video quality was terrific, but agreed with the current

quality of the student audio, suggesting the student audio could be

better. Over 25% of the students had no opinion, disagreed, or

strongly disagreed with the quality of the students audio. This may be

48

due to the push-to-talk microphones and the ratio of microphones to

students.

4) The majority of the students are not satisfied with using push-to-talk

microphones.

5) Students felt is was easy to be attentive to the instructor on the

television monitor.

6) Students felt remote classrooms were open and technically ready,

classroom handouts and resource materials were always available,

and the ITV facilitator was helpful and always available.

Objective 3

Develop recommendations from learners on how to improve the interactive

television - instructional delivery system.

1) The main suggestions by students for improving the system focused

on the technical components of ITV, specifically equipment failure and

breakdown. Specific suggestions are listed in appendices E and F.

Objective 4

Compare learner perceptions by each remote classroom location.

1) There is no significant difference in the student’s acceptance of ITV

from one campus to the next.

49

Recommendations

The following recommendations are made based upon the analysis of data from

this study.

1) Continue using ITV as an instructional delivery system given the favorable

acceptance by the students.

2) The college needs to investigate alternative audio response systems for the

students audio. Several students expressed feeling uncomfortable using the

push-to-talk microphones.

3) The college should have an ITV instructors coordination day at the beginning

and end of the school year.

4) The college should orientate all new ITV faculty before expecting them to

teach using the system.

5) An evaluation should be conducted every semester to evaluate the

effectiveness of courses delivered over the ITV system.

6) Technical standards need to be developed and adhered to for all college ITV

sites.

7) The college needs to continue to provide training for ITV instructors as

evidence of the students satisfaction with the instructors.

8) The ITV technicians and support staff need to continue to look at improving

the classroom, response time in problem solving, and assessing the quality of

their services.

50

Recommendations for Further Study

1) A study is needed to measure the technical effectiveness of MATC’s ITV systems as

compared to other Technical Colleges in Wisconsin.

2) A study is needed to compare the cost effectiveness of ITV to ITFS and ISDN. The

study would need to measure the cost factors and weigh them against the

instructional benefits.

3) A cost-benefit analysis of ITV needs to be done to determine if ITV represents a

viable long-term and/or effective alternative to delivering instruction.

4) The college needs to continue to investigate new technologies as means to expand

its offerings.

5) The college needs to investigate collaborative offering over ITV with other colleges

and universities.

51

REFERENCE

Adelson, B. 1992. Evocative agents and multimedia interface design. In P. Baversfeld,J. Bennett, & G. Lynch (Eds.), Proceedings of the Association for ComputingMachinery (ACM) .

Alavi, M. (1994). Computer-Mediated Collaborative Learning: An Empirical Evaluation,MIS Quarterly, (18:02), June, pp. 159-174.

Barker, B. O., & Patrick, K.R. (1988, September 25-28). Teacher effectiveness viainteractive satellite: Preliminary findings from observation of three teachers overthe TI-IN interactive satellite network. Paper presented at the 80th annualconference of the National Rural Education Association, Bismarck, ND.

Brennan, M. (1992). Trends in Educational Technology 1991. ERIC DIGEST -ED343617, ERIC Clearinghouse on Information Resources, Syracuse, N.Y.

Bergmann, Marilyn, and Raleigh, Donna (1996). “The Accordion Curriculum: TrainingInstructors for Distance Education in a Higher Education Environment.”Proceedings from the 12th Annual Conference on Distance Teaching andLearning, Madison, Wisconsin, August7-9, 1996,pp. 13-18.

Bland K.P., et al. (1992, November 11-12). Student attitudes toward learning link: Adistance education project. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN.

Clark, R. Reconsidering Research on Learning from Media. Review of EducationalResearch, 53(4), 1983, 445-459.

Cleveland, P. L., a Bailey, E. K. (1994). Organizing for distance education. In J. F.Nunamaker, Jr., & R. H. Sprague, Jr. (Eds.), Proceedings of the Twenty-seventhAnnual Hawaii International Conference on System Sciences, vol. 4: 134-141.Los Alamitos, CA: IEEE Computer Society Press.

Collins, V. A., & Murphy, P.J. (1987). The human-technological interface: An analysisof a satellite communication learning environment. Higher Education in Europe12(3), 55-61.

Cummings, B (1991). Accumulative appraisal of the interactive television system atNorthcentral Technical College. Unpublished master's thesis, University ofWisconsin - Stout, Menomonie, Wisconsin.

Dexter, D. J. Student Performance Based Outcomes of Televised InteractiveCommunity College Distance Education. Doctoral dissertation, Colorado StateUniversity. 1995

52

Garrison, D. The Role of Technology in Continuing Education. New Directions forContinuing Education, 36, 1987, 41-53.

Gehlauf, D. N., Shatz, M. A. & Frye, T. W. Faculty Perceptions of InteractiveInstructional Strategies: Implications for Training. The American Journal ofDistance Education, Vol. 5, No. 3. 1991

Goodhue, D. L., & Thompson, R. L. 1995. Task-technology fit and individualperformance. MIS Quarterly, 19: 213-236.

Hardy, D. and Boaz, M. Learner Development: Beyond the Technology. NewDirections for Teaching and Learning, #71, Jossey-Bass Publications,1997.

Hawkins, J., and Honey, M. (1993). Teaching & Telecommunications: Research. Centerof Children and Technology.

Ho, C.P. (1991). Instructional strategies for interactive television. Journal of SpecialEducation Technology, 11 (2), 91-96.

Hodas, S, (1993). Technology Refusal And The Organizational Culture of Schools, 2.0

Hodge-Hardin, S. L. Interactive Television in the Classroom: A Comparison of StudentMath Achievement Among Three Instructional Settings. Doctoral dissertation,East Tennessee State University. 1995

Hobbs, D. (1985, August 12-14). Bridging linking, networking the gap: Uses ofinstructional technology in small rural schools. Paper presented at the NationalRural Education Forum, Kansas City, MO.

Huffington, D. D. & Young, R. C. Integrating Video Technology into Independent Study:The Missouri Experience. The American Journal of Distance Education, Vol. 4,

Jones, J. I., Simonson, M., Kemis, M. and Sorensen, C. Distance Education: A CostAnalysis. Iowa State University of Science and Technology. 1992

Jurasek, K. A. Distance Education via Compressed Video: An Evaluation of theAttitudes and Perceptions of Students and Instructors. Iowa State University.1993

Kabat. E.J., & Freidel, J.N. (1990). The Eastern Iowa Community College District’s(EICCD) Televised Interactive Education Evaluation Report, 1989-1990.Bettendorf: Eastern Iowa Community College District.

Kerr, S., (1991).Lever and fulcrum: Educational technology in teachers' thought andpractice. Teachers College Record, Vol. 93.

53

Lochte, R.H. (1993). Interactive television and instruction. Englewood Cliffs, NJ:Educational Technology Publications.

Massoumain, B. (1989). Successful teaching via two-way interactive video.TechTrends 34(2), 16-19.

McCleary, I. D. & Egan, M. W. Program Design and Evaluation: Two-way InteractiveTelevision. Video-based Telecommunication in Distance Education,Pennsylvania State University, Readings in Distance Education, Number 4. 1995

McHenry, L. and Bozik, M. Communicating at a Distance: A Study of Interaction in aDistance Education Classroom. Communication Education, 1995, 44, 362-370.

McKenzie, Jamieson, (1995). "Did anybody learn anything?" Assessing TechnologyPrograms and the Learning Accomplished >From Now On: A Monthly ElectronicCommentary on Educational Technology Issues, Vol 5 , No 4. December, 1995

Moore, M. G. & Thompson, M. M. The Effects of Distance Learning: A Summary ofLiterature. American Center for the Study of Distance Education. 1990

Moore, M.G. & Thompson, M.M., with Quigley, A. B., Clark, G.C., & Goff, G.G. (1990).The effects of distance learning: A summary of the literature. ResearchMonograph No. 2. University Park, PA: The Pennsylvania State University,American Center for the Study of Distance Education. (ED 330 321) No. 2. 1990

O'Donnell, J. (1996), The digital challenge. Wilson Quarterly, Vol. 20.

Olcott, D. Instructional Television: A Review of Selected Evaluation Research. OregonState University. 1992

Peck, K, Dorricott, D., (1994). Why use technology? Educational Leadership, Vol. 51.

Sorensen, C. K. Evaluation of Two-way Interactive Television for Community CollegeInstruction. ACEC Conference, Ames, Iowa. 1995

Storck, J., & Sproull, L. 1995. Through a glass darkly. What do people learn invideoconferences? Human Communication Research, 22: 197-219.

Swan and Mitrani (1993). The changing nature of teaching and learning in computer-based classrooms. Journal of Research on Computing in Education, Vol. 26.

Verduin, J. R. & Clark, T. A. (1991). Distance education: The foundations of effectivepractice. San Francisco, CA: Jossey-Bass Publishers.

Walsh, J., Reese, B. (1995). Distance learning's growing reach. T H E Journal, Vol. 22.

54

Williams, A. T. The Efficacy of Premium Broadband Video Conferencing in TeachingCardiac Arrest Skills: A Comparative Study. Columbia Pacific University,Dissertation. 1992, p.217.

Wolcott, L. (1993). Faculty planning for distance teaching. American Journal ofDistance Education7(1), 26-36.

55

Appendix A

Guidelines for Distance EducationNorth Central Association Commission on Institutions of Higher Education

56

Guidelines for Distance Education

In order to facilitate the evaluation of distance education throughout the United States,

the regional accrediting associations have agreed upon the following definition and

guidelines. This agreement is based on an extension of the Principles developed by the

Western Interstate Commission on Higher Education (WICHE).

DEFINITION:

Distance education is defined, for the purposes of accreditation review, as a formal

educational process in which the majority of the instruction occurs when student and

instructor are not in the same place. Instruction may be synchronous or asynchronous.

Distance education may employ correspondence study, or audio, video, or computer

technologies.

GUIDELINES:

Any institution offering distance education is expected to meet the requirements of its

own regional accrediting body, and be guided by the Western Interstate Commission for

Higher Education (WICHE) Principles. In addition, an institution is expected to address,

in its self-studies and/or proposals for institutional change, the following expectations,

which it can anticipate will be reviewed by its regional accrediting commission.

Curriculum and Instruction

57

• Programs provide for timely and appropriate interaction between students and

faculty, and among students.

• The institution's faculty assumes responsibility for and exercises oversight over

distance education, ensuring both the rigor of programs and the quality of

instruction.

• The institution ensures that the technology used is appropriate to the nature and

objectives of the programs.

• The institution ensures the currency of materials, programs, and courses.

• The institution's distance education policies are clear concerning ownership of

materials, faculty compensation, copyright issues, and the utilization of revenue

derived from the creation and production of software, telecourses, or other media

products.

• The institution provides appropriate faculty support services specifically related to

distance education.

• The institution provides appropriate training for faculty who teach in distance

education programs.

Evaluation and Assessment

• The institution assesses student capability to succeed in distance education

programs and applies this information to admission and recruiting policies and

decisions.

• The institution evaluates the educational effectiveness of its distance education

programs (including assessments of student learning outcomes, student

58

retention, and student satisfaction) to ensure comparability to campus-based

programs.

• The institution ensures the integrity of student work and the credibility of the

degrees and credits it awards.

Library and Learning Resources

• The institution ensures that students have access to and can effectively use

appropriate library resources.

• The institution monitors whether students make appropriate use of learning

resources

• The institution provides laboratories, facilities, and equipment appropriate to the

courses or programs.

Student Services

• The institution provides adequate access to the range of student services

appropriate to support the programs, including admissions, financial aid,

academic advising, delivery of course materials, and placement and counseling.

• The institution provides an adequate means for resolving student complaints.

• The institution provides to students advertising, recruiting, and admissions

information that adequately and accurately represents the programs,

requirements, and services available.

• The institution ensures that students admitted possess the knowledge and

equipment necessary to use the technology employed in the program, and

59

provides aid to students who are experiencing difficulty using the required

technology.

Facilities and Finances

• The institution possesses the equipment and technical expertise required for

distance education.

• The institution's long range planning, budgeting, and policy development

processes reflect the facilities, staffing, equipment and other resources essential

to the viability and effectiveness of the distance education program.

©1998 North Central Association Commission on Institutions of Higher Education

60

Appendix B

QuestionnaireDemographic Information and System Effectiveness

For ITV System

61

SURVEYMilwaukee Area Technical College

Spring 1999

DEMOGRAPHIC INFORMATION AND SYSTEM EFFECTIVENESS OF INSTRUCTIONAL TELEVISION(ITV) COURSES OFFERED AT MILWAUKEE AREA TECHNICAL COLLEGE

All participant responses will be kept anonymous and confidential.

We would like your evaluation of our Interactive Television System (ITV). We need your feedback on howwell we are doing and what we can do better to serve you. We want to make our ITV classroom is apositive learning experience for you. If you have any additional comments you wish to share with us,please put them on page 5 of this form.

Place your responses to the following statements on this form. One response per question.

1. The ITV course I am enrolled in is:

___________________________________________________

2. I am taking this course at the following location:A. MilwaukeeB. Oak CreekC. MequonD. West Allis

3. Which semester are you enrolled in?A. SummerB. FallC. Spring

4. What is your sex?A. MaleB. Female

5. What is your age group?A. 16-18B. 19-25C. 26-40D. 41-60E. over 60

6. Have you been a student at Milwaukee Area Technical College before?A. YesB. No

62

7. Have you taken a course via Interactive Television (ITV) before?A. YesB. No

8. Select the statement that best describes your status as a student.A. I am enrolled in an associate degree program as a full-time student (12 or more credits).B. I am enrolled in an associate degree program as a part-time student (6-11 credits).C. I am enrolled in a vocational degree program as a full-time student (12 or more credits).D. I am enrolled in a vocational degree program as a part-time student (6-11 credits).E. None of the above.

9. What is the most important reason for you enrolling in this ITV course? (Check all that apply).A. To earn credit towards a degree or diplomaB. Occupational improvement or advancementC. Convenience of taking a class in my communityD. Reduce or eliminate travel time and costE. The time of day it was offered

10. How did you learn about this course? (Check most important one.)A. Class schedule sent to your homeB. CounselorC. NewspaperD. Flyer/brochureE. Friend/supervisor

11. I am currently employed:A. Over 40 hours/weekB. 30-40 hours/weekC. 20-30 hours/weekD. Less than 20 hours/weekE. Not employed

12. I would take another course offered through Interactive Instructional Television (ITV).A. YesB. No

More on next page.

63

Using the following scale, mark your response that best describe your opinion. If the statement does notapply to your ITV class, leave the response blank.

Strongly No Strongly Agree Agree Opinion Disagree Disagree

13. A course syllabus was provided, A B C D Eincluding course goals, grading policy,attendance requirements, and handlingof class assignments.

14. Instructor has been well prepared A B C D Efor each class session - organizedmaterial prepared for ITV delivery.

15. Instructor's instructional approach was A B C D Ewell suited to ITV - enthusiastic, spokeclearly and articulately, was relaxed,dressed appropriately, used movementswell.

16. Instructor was available for individual help A B C D Eand encouraged students to see or callhim/her if they were having difficulties.

17. Instructor used a variety of visual aids that A B C D Ewere well suited to TV (large enough to beeasily viewed from the classroom TV monitors).

18. Classroom handouts and resource materials A B C D Ewere available for the course.

19. Instructor encouraged all students to participate A B C D Ein class discussions and activities.

20. Instructor helped students feel comfortable A B C D Eusing the microphones to interact with theinstructor and the other students.

21. Instructor used the camera switches A B C D Eappropriately (remembered to switch thecamera from visuals to students or tohimself/herself).

REMOTE CLASSROOM - To be completed by the students enrolled in the remote classroom only. If youare not a remote student (but a student in the classroom with the instructor) proceed to question 29.

22. The remote classroom was open and Yes Notechnically ready for each class session.

23. It was easy to be attentive to the Yes Noinstructor on the TV monitor.

64

24. I felt comfortable using the push-to-talk Yes Nomicrophone to interact with the instructoror students.

25. Classroom handouts and resource materials Yes Nowere always available in the remote classroom.

26. The ITV facilitator was helpful regarding Yes Noon-site activities such as material distribution,available to assist me with any testing,system orientation, or classroom problems.

27. Students at my class location were attentive Yes Noto the instructor and classroom tasks.

28. My instructor personally visited my remote Yes Noclassroom.

TECHNICAL CRITERIA - Rate the technical features of the ITV system and classroom; if there werespecific technical problems with your classroom, please identify them in the comment section of yourcomputer form.

Strongly No Strongly Agree Agree Opinion Disagree Disagree

29. The quality of the TV picture of the A B C D Einstructor.

30. The quality of the TV picture of other A B C D Eclassroom sites.

31. The quality of the instructor's audio. A B C D E

32. The quality of the students' audio. A B C D E

33. The overall functioning of equipment. A B C D E

34. The classroom atmosphere, lighting, space A B C D Eand temperature.

34. The classroom quietness - free from A B C D Edistracting noises.

35. The availability of library resource materials A B C D Eincluding textbooks for your class.

36. The orientation session for your ITV system. A B C D E

65

Please WRITE your comments to these questions ON THIS SHEET.

37. What other courses would you like to see offered via ITV? (At what location?)

38. What I liked most about the ITV system of delivering instruction was?

39. What would you do to improve the ITV system of delivering instruction?

Other comments:

Thank you for taking your time to help us learn more about our ITV system. Please contact RichBusalacchi, at 414-763-5914 or John Wielichowski 414-297-7433 with additional questions, suggestions,or comments.

Return completed evaluation to your facilitator or instructor or to:

John WielichowskiMilwaukee Area Technical College700 West State StreetMilwaukee, WI 53233

66

Appendix C

Letter to Instructors

67

April 22, 1999

Milwaukee Area Technical CollegeInteractive Television (ITV) Instructors700 West State StreetMilwaukee, WI 53233

Dear ITV Instructors:

The purpose of this correspondence is to recruit your help in obtaining data for aresearch project I am conducting. The attached survey solicits your students responsesto questions and comments regarding the effectiveness of MATC’s instructionaltelevision system.

This study will strive to determine MATC’s ITV effectiveness by looking at learnerperceptions of the ITV system effectiveness (questionnaire) and differences in studentachievement (grades) because of use of the ITV system. Does the use of ITV affectstudent performance as measured by grades achieved by the students host or remotesite? The results of this study will be shared with all interested parties.

Please take time to have your students complete the survey and forward back viainteroffice mail to John Wielichowski – Milwaukee Campus by May 14, 1999. Yourstudents participation in this survey is strictly voluntary and totally anonymous.Confidentiality will be maintained of all individual participation responses. If you wish tocontact me directly or would like a summary of the results, please call me at 414-763-5914 or John Wielichowski at 414-297-7433. Please be sure to survey students at allITV sites enrolled in your class. Please copy questionnaire as needed.

Thank you for your consideration, time, and effort in participating in this survey. Theefforts of you and your students will contribute to the enhancements of ITV instruction.

Sincerely,

Richard A. BusalacchiDirectorSoutheastern Wisconsin Instructional Network Group (SWING)

68

Appendix D

Student Comments from Question 37

69

Q37: What other courses would you like to see offered via ITV? (At what location?)

• I DON'T KNOW• N/A• I DON'T FEEL THERE WAS A NEED FOR THIS COURSE TO BE ITV WITH ONLY 5• STUDENTS AT THE OTHER CAMPUS.• ANY COURSES WOULD BE NICE.• ANY COURSE EXCEPT HANDS ON COURSES• NONE• NONE• ANY, MEQUON• ANY COURSES WHICH HAVE A HIGH ENROLLMENT AND ARE DIFFICULT TO GET

INTO• I DO NOT FEEL ITV CAN OFFER WHAT I AM TAKING IN THE MANNER I WOULD LIKE

TO ATTEND.• MORE IN HORTICULTURE DEGREE PROGRAMS• SMALL BUSINESS COURSES. DESIGN COURSES OF FLORAL + LANDSCAPE• NONE• WOODY ORNAMENTAL IDENTIFICATION - ALL LOCALS• GENERAL ED. COURSES. WEST ALLIS• YES. MEQUON• COURSES THAT ARE WANTED AT SOUTH BUT ONLY OFFERED AT ANOTHER

LOCATION. IF ENOUGH PEOPLE NEED THAT CLASS AT SOUTH MAYBE A ITV CAN BESET UP.

• ANY COURSES THAT HAVE AVERAGE TO SMALL ATTENDANCES. NOT TOO MANYSTUDENTS.

• ALL MY CLASSES WILL BE VIA ITV.• DOWNTOWN FOR THE STUDENTS ON THE NORTH/WEST SIDE• LIBERAL ARTS CLASSES AT WEST• NORTH - NONE• COURSE EXTENSIONS FOR THE COURSES WE'RE TAKING• COMPUTER APPLICATIONS• I PREFER TO HAVE AN INSTRUCTOR IN CLASS.• ANY REQUIRED FOR FASTRAK• ALL CLASSES• ANYTHING AT WEST.• INTERIOR DESIGN AT SOUTH• NONE• N/A• PERSONALLY, ANY COURSE IN INTERIOR DESIGN ALL AT WEST SINCE IT'S

CLOSEST TO ME.

70

Appendix E

Student Comments from Question 38

71

Q38: What I like most about the ITV system of delivering instruction was?

• YOU STILL LEARN• IT ALLOWED FOR THE AVAILABILITY OF THE COURSE• SOMETHING DIFFERENT OUT OF THE NORMAL CLASS (GOOD THING)• VISUAL AIDS• DIFFERENT BUT IS EASY TO DO AND UNDERSTAND• INTERESTING• DIFFERENT. NEW TECHNOLOGY.• NONE• NOT A THING. SUCKED.• CONVENIENCE OF ATTENDING ANY LOCATION• SLIDES SHOWED UP BETTER• SEEING OTHER CAMPUSES• IT WAS PROBABLY EASIER FOR THE PEOPLE LIVING CLOSER TO OTHER

CAMPUSES.• NOT ANYTHING. I THINK IT OFFERS CONVENIENCE FOR THOSE AT REMOTE SITES.• CONVENIENCE TO FIT MY SCHEDULE• EVEN THOUGH IT TOOK PLACE VIA TV THE ATMOSPHERE WAS NOT IMPERSONAL

OR DISTANCED FROM THE INSTRUCTOR.• CONVENIENT• MULTI-MEDIA WELL SUITED FOR COURSE MATERIAL• INTERACTING WITH MORE PEOPLE FOR IDEAS, COMMENTS, ETC.• TEACHER WAS AT BOTH CAMPUSES.• THE CONVENIENCE OF BEING ABLE TO BE AT ONE CAMPUS.• NOT HAVING TO DRIVE TO MEQUON• ALLOWED MULTIPLE CAMPUSES TO OFFER SAME COURSE.• INTERACTION• NO COMMENT• NO COMMENT• DIDN'T HAVE TO GO TO SOUTH• IT'S NOT THAT I LIKED IT, I TOLERATED IT. I WOULD MUCH PREFER TO BE IN

FRONT OF A LIVE TEACHER ALL THE TIME! THE 2-WAY SYSTEM WAS HOWCONVENIENT IT MADE IT FOR US TO ALWAYS COME TO OAK CREEK CAMPUS.

• I DON'T HAVE TO TRAVEL• I DIDN'T HAVE TO TRAVEL TO THE OTHER CAMPUS.• AVOIDING A LONG DRIVE TO MEQUON• AVAILABILITY OF A CLASS• I WAS IN THE CLASS WITH ACTUAL INSTRUCTOR.• I WAS IN THE CLASSROOM WITH THE DELIVERING INSTRUCTOR.• THE TEACHER WAS IN MY CLASSROOM• THAT I WASN'T AT THE REMOTE SITE• [NAME] GOT A CHANCE TO HAVE MORE OPINIONS.• CONVENIENCE• OVERHEAD MONITOR AND MATERIAL THE INSTRUCTOR SHOWED

72

Appendix F

Student Comments from Question 39

73

Q39: What would you do to improve the ITV system of delivering instruction?

• NO COMMENT• MORE KNOWLEDGE GIVEN TO THE INSTRUCTORS PRIOR TO THEIR USE OF THE

EQUIPMENT• NONE• TEACHERS SHOULD KNOW HOW TO OPERATE IT BETTER. [INSTRUCTOR] WAS

PRETTY GOOD WITH THE OPERATION.• SOME OF THE DELIVERY• SHARPER IMAGE• NONE• NEVER HAVE IT OR HAVE TEACHERS BE MORE PERSONAL.• HAVE SOMEONE IN HERE WHO CAN RUN THE SYSTEM AND CAN FIX IT WHEN

THINGS GO WRONG.• FLAWLESS EQUIPMENT SO LESS TIME COULD BE SPENT SETTING UP AND

ADJUSTING. IT DID GET BETTER AS THE SEMESTER PROGRESSED HOWEVER.• MAKE SURE IT IS WORKING PROPERLY AT LEAST 10 MINUTES BEFORE CLASS IS

SCHEDULED.• TRY TO HAVE SOMEONE CHECK THE EQUIPMENT BEFORE CLASS + MAKE SURE IT

WORKS.• NOT SURE AT THIS TIME• IF TEACHER COULD VISIT DIFFERENT CAMPUSES• IMPROVE THE PICTURE QUALITY. IT OFTEN LOOKS UNFOCUSED WHEN VIEWING

THE OTHER CLASS.• MAKE ROOMS BIGGER OR MAKE CLASS SIZE SMALLER• MAKE THE ROOM BIGGER• TOO WARM IN SOUTH CAMPUS 2-WAY ROOM.• NO COMMENT• NO COMMENT• FOR THE MORE BASIC CLASSES THERE SHOULD BE MORE INTERACTION

PROJECTS.• MAKE IT EASIER TO BE HEARD.• FOCUS IN ON THE STUDENTS MORE SO INSTRUCTOR CAN GET TO KNOW THEM.• MORE VISUALS. MAKE THE ROOM BIGGER.• THE SOUND -- KIND OF ABRUPT AND SQUEAKY AT TIMES.• PUT MICROPHONES ON EVERY TABLE SO THE RECEIVING ROOM CAN HEAR YOU

BETTER.• NOTHING• SOUND SYSTEM -- COULD NOT HEAR OTHER STUDENTS WELL

74

Appendix G

Student Responses to Other Comments

75

OTHER COMMENTS

• SHARPER CAMERA IMAGE• DO NOT LIKE THE 2-WAY VIDEO COURSES. VERY DISTRACTING, HARD TO

CONCENTRATE, THE CLASSROOM VERY STUFFY.• I HATED THIS CLASS BECAUSE OF THE IMPERSONAL 2-WAY TV.• IT'S VERY DISTRACTING WHEN THINGS DON'T WORK.• WE WERE NOT ABLE TO TALK FREELY WITH THE TEACHER COMFORTABLY.• IMPROVE THE SOUND QUALITY. CAN HEAR THE TEACHER, BUT SOMETIMES

CANNOT HEAR THE STUDENTS. OFTEN IS HOLLOW. 29 SURVEY IS POORLYWRITTEN AND TOO LONG.

• BUSINESS WRITING SHOULD BE DONE IN A COMPUTER LAB -- HANDS ON MAYBE.TOO BORING WITH JUST TALK. RESEARCH MAYBE AS A RELAX CLASS. I'VE BEENHAPPY WITH MOST CLASSES AND I FIND THEM CHALLENGING.

• 2-WAY VIDEO TECHNIQUES ARE THE WAVE OF THE FUTURE. BRAVO FOR MATCFOR DOING A GREAT JOB AT DEVELOPING THE FACILITY.

• TECHNICAL DIFFICULTIES DELAYED CLASS TIME. TEAHCER'S KNOWLEDGELIMITED.

• AT WEST CAMPUS, THE DOORS SHOULD HAVE BEEN SOUNDPROOFED. WHENTHERE IS A CLASS NEXT DOOR, SOUND TRAVELS. LESS DOWNTIME THISSEMESTER, BUT STILL TOO MANY PROBLEMS.

• I TAKE THE ITV COURSES BECAUSE I HAVE TO. IF I HAVE A CHOICE, I ALWAYS LIKETO PICK A COURSE WITH AN ACTUAL INSTRUCTOR IN THE CLASSROOM.

• I REALLY HAVEN'T HAD ITV ON MY END.