Abstract
Researchers, instructional designers and consumers of ALNs must be cautious when interpreting results of media comparison studies. Much of the literature purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. This research, though, is largely flawed. In this paper, we first outline the philosophical positions of the opposing sides of an intense debate in the literature as to whether delivery media alone influence learning outcomes. We then select at random several representative media comparison studies to illustrate the inadequacy of their methodologies and conclusions. More important, we derive critical design considerations for those who evaluate or conduct media comparison research. ALN practitioners should not assume that students would learn better from technology delivery systems. Rather, ALN practitioners should adhere to time-tested instructional design strategies, regardless of the medium they choose. Learning effectiveness is a function of effective pedagogical practices. Accordingly, the question for ALN practitioners ought to be: "What combination of instructional strategies and delivery media will best produce the desired learning outcome for the intended audience?"
Highlights
Much of the literature in the field of instructional technology purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media
Any media comparison or design that fails to control for the variables listed in Table 1 is probably suspect and may produce inconclusive results
This paper has argued that asynchronous learning networks (ALNs) practitioners must be cautious when interpreting results of media comparison studies
Summary
Much of the literature in the field of instructional technology purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. Because Clark contends that media themselves are merely the conveyors of instructional methods and content, he goes on to conclude that they do not directly influence learning in any way His challenge to the critics embodied his main argument: “We need to ask whether there are other media or another set of media attributes that would yield similar learning gains. He is arguing that, as long as similar learning occurs with different media, there must be some cause other than the media themselves While this fundamental debate rages on, researchers continue to conduct media comparison studies. Most of these studies report no significant differences in learning effectiveness between electronic and conventional classroom delivery. Because of the increasing demand for electronic delivery of instruction, and because of the controversial arguments just cited, a closer look at the issues of research design quality, results and interpretations is warranted
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
