Literaturnachweis - Detailanzeige
| Autor/inn/en | Beyth-Marom, Ruth; Saporta, Kelly |
|---|---|
| Titel | Satellite Based Synchronous Tutorials vs. Satellite Based Asynchronous Videocassettes: Factors Affecting Students' Attitudes and Choices. |
| Quelle | (2002), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Audiovisual Communications; Classroom Communication; Communications Satellites; Computer Mediated Communication; Delivery Systems; Distance Education; Foreign Countries; Higher Education; Instructional Design; Interaction; Interpersonal Communication; Student Reaction; Telecommunications; Videotape Cassettes |
| Abstract | The Open University of Israel (OUI) is a distance learning university. Learning is based mainly on textbooks and meetings with tutors in learning centers throughout the country. However, these meetings sometimes do not materialize. Synchronous virtual tutorials, via satellite communication from a studio at the university to classrooms throughout the country have been conducted during the last five years as a solution to this problem. Seven two-hour satellite tutorials were conducted in a course for social science students during five semesters. Each satellite-based synchronous tutorial was saved on a videocassette that could be sent to students as an asynchronous tutorial. Satellite-based synchronous tutorials were compared with satellite-based asynchronous tutorials delivered on videocassettes. All students answered a questionnaire about their learning-habit preferences. Students who preferred the satellite-based synchronous tutorials were compared to those who preferred the satellite-based asynchronous videocassettes on four scales of the learning-habit preferences questionnaire. Those who preferred the synchronous tutorial were significantly higher in their belief in the positive aspects of interactions and significantly lower on learning autonomy and the need to "have" all material than those who preferred the asynchronous mode. In general, students' tutorial-mode preferences depend on their learning-habits preferences as measured on a Likert type questionnaire: their attitudes toward the control of learning and the possible contribution of interactions. (AEF) |
| Anmerkungen | Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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