Interactive Television Courses Research Articles

Transferring classroom experiences to practical career needs

AbstractHigher education today is no longer what it once was. Once upon a time, students only had the option to attend classes in person. The first shift from this format happened when students began taking classes through correspondence, where materials were physically mailed out. Later, as technology increased, a new format led to students being able to take courses in remote locations through video conferences, being able to interact with a professor and students at other locations. This approach was known as Interactive Television courses or ITV. We then had one of our biggest shifts where Higher Education embraced online learning and online courses and fully online institutions were created. Synchronous and asynchronous classes were offered in an online format and have even expanded into blended, Hyflex, and flipped classes. In addition to these changes on how classes are taught, the way that students learn also evolved. There have always been identifiable three ways that students learned: visual, auditory, and kinesthetic approaches. Oftentimes, faculty leaned on teaching based on the style of a combination of visual and kinesthetic learners. However, over time, it has been shown through research that students learn best by doing. In this chapter, we will share how Athens State University has embraced Experiential Learning.

Factors Affecting Interactive Television Course Satisfaction

ABSTRACT The purpose of this study was to create a model of student satisfaction in interactive television (ITV) courses. To do so, we analyzed both in-the-moment student satisfaction ratings and end-of-course evaluation ratings in ITV and traditional face-to-face courses across multiple disciplines within the social sciences. The analyses were conducted in three parts. First, we established that end-of-course evaluation ratings were significantly lower in ITV courses. Second, we collected and classified in-the-moment student satisfaction ratings as well as open-ended data to determine what factors students see as affecting their satisfaction. Third, we used the factors from the second experiment with a new sample of students to create a predictive model of student satisfaction in ITV courses. Based on these three experiments, we conclude that students differentiate the technology, instructors, course material, and technology assistants when independently assessing their satisfaction of the course, but the technology and the instructor are the predictive factors in student satisfaction. Our findings suggest that institutions could improve their outreach through ITV courses by focusing on more than technological improvements. We also encourage institutions to take these results into consideration when assessing performance for ITV course instructors. These results have implications related to a range of topics including distance learning, assessment, outreach student and instructor retention, and course design.

Teaching An Interactive Television Course On Adulthood and Aging: Making It Happen

This article describes the design, development, and successful implementation of a hybrid distance education course on adulthood and aging. The focus is on the pedagogical and technological transitions made in converting a traditional course into an interactive television course (iTV). The course was taught a total of three times, first as a traditional one-site course and twice as an iTV course delivered to three sites. Details are provided on the development of a core team, design of a teaching platform, unexpected challenges and benefits, and implemented changes. Student feedback and lessons learned are also provided.

Distance Caring: Freshman and Sophomore Students’ Perceptions of Caring in an Interactive Television Course

Distance Caring: Freshman and Sophomore Students’ Perceptions of Caring in an Interactive Television Course

The Use of Interactive Television in a BSW Program: Comparing Experiences of Distance and Campus-Based Learners

The purpose of this study was to examine the effects of interactive television (ITV) on the educational experiences of both distance and campus-based BSW students. Data were collected through questionnaires and semistructured focus groups with students on campus and at distant sites. The study found distinct differences between the experiences of distance and campus-based students in ITV courses. Distance students evaluated the ITV technology significantly more positively than did campus-based students. In particular, campus-based students believed that the technology interfered with the flow of class discussions, and both groups reported a lack of a cohesive community among students from different sites. The article suggests improvements in ITV distance education, including incorporating better classroom management techniques, creating community-building activities, and providing physical environments more conducive to learning.

The Effect of Interactive Television Courses on Student Satisfaction

In this retrospective study, the authors analyzed 3,282 student evaluations to determine differences between traditional on-campus classes and interactive, televised distance learning classes. Their results show that students at the remote distance learning sites expressed significantly lower student satisfaction on every examined item on the Purdue Rating Scale, a course evaluation form.

Delivering Substance Abuse and Child Welfare Content through Interactive Television

Objective To evaluate interactive television (ITV) for delivering a graduate course on substance abuse and child welfare to distant sites. Method Students’ ratings of instructor-student communication are compared across distance and resident sites for the ITV course and with students in the traditional course. Similar comparisons are made for students’ ratings of the amount learned and for instructors’ judgments of student performance. Distance and resident students’ ratings of the ITV course are also compared to traditional courses. Results The mean of the instructor-student communication dimensions was the same for distance and traditional students and was slightly more positive for distance students compared to resident students. Student performance and course grades were similar across groups, and the distance and resident students in the ITV course rated it as helpful to their learning as traditional courses. Conclusions The results suggest that ITV compromised neither instructor-student communication nor the amount that students learned.

A partnership model of distance education: students' perceptions of connectedness and professionalization.

This article describes a partnership model of distance education for a master's nursing program in a midwestern state and an evaluation that assessed students' perceptions of professionalization and connectedness in the program. Students at the originating and distance sites were asked to complete evaluations at the end of each course. Connectedness and professionalization were measured using rated satisfaction with three modes of contact for each item. Results indicated that students at the distance site had a significantly higher overall level of satisfaction with interactive television (ITV) and experienced high levels of connectedness and professionalization through the ITV courses. However, among the three modes of connectedness, students at the distance site rated satisfaction with contact with same-site students as the highest, followed by contact with the instructor. Students also perceived that their professional identity increased through the three modes, particularly for contact with same-site peers at the distance site and for contact with instructors at both sites. Recommendations for faculty and student responsibilities are provided to ensure a positive learning environment.

Collaborative teaching. A strategy for interactive telecourses.

The use of telecommunication technology in nursing education is increasing dramatically. Interactive television courses are effective and efficient in overcoming barriers of distance and access. Faculty members using the technology find many opportunities for innovation and creativity as courses are implemented. The authors describe a nursing graduate course offered collaboratively between two schools of nursing.

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

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

Rural Preservice Teacher Preparation Using Two-Way Interactive Television

The impact of a two-way interactive television course for rural remote teacher preparation was evaluated using a variety of measures. Areas of primary importance reported in this paper are: ▪ How did learner outcomes of rural remote students compare to on-campus students participating in the same class? ▪ What were the perceptions of rural remote students regarding instructional quality of two-way interactive television? ▪ What were the perceptions of rural remote students regarding technology? Learner outcomes for on-campus and rural remote students were equivalent. Ratings regarding the quality of instruction and technology were above average except for provision of feedback to distance learners.