1 Enhancing E-Learning with Interactive Multimedia Information Resources Management Journal, 16(4), 1-14, Oct-Dec 2003 1 Reporter Yu-Wen Hsiao.

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Enhancing E-Learning with Interactive Enhancing E-Learning with Interactive MultimediaMultimedia

Information Resources Management Journal, 16(4), 1-14, Oct-Dec 2003 1

Reporter Yu-Wen Hsiao

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Abstract

Multimedia-based e-Learning systems applied widely, but provide little interactivity to learnersChallenges: Integrate instructional material in different mediaProvide flexible process control in an e-Learning environment

with personalized knowledge Improve learning effectiveness

This paper proposed:An e-Learning system with interactive multimedia It can help users better understand learning content & achieve

learning performance comparable to that of classroom learningUsing an empirical study

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Introduction

This paper:Develop an interactive multimedia-based e-Learning

system—Learning By Asking (LBA)Feature

synchronized multimedia instructionshigh learner-content interactivity

Using empirical study for a LBA group & a traditional classroom group to understand:Difference in learning performance Learner satisfaction

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E-Learning

E-Learning brings distinct benefits to learners:Time & location flexibilityCost & time savingsSelf-paced learningCollaborative learning environmentUnlimited use of learning material

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E-Learning

E-Learning is an inescapable element of business in the new economyIn 1999, the US spent 62.5 billion on training or educating employees, more than 3 billion on technology-delivered trainingEffective & efficient training methods are required by companies to ensure employees & partners to be timely equipped with the latest information & advanced skills

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Multimedia in distance learning

Multimedia: delivery of information in a computer-based presentation that integrates two or more mediaThe combination of lectures & dialogue with visual presentation, animation & others…entice studentsInteractive multimedia: the use of a computer to present & combine text, graphics, audio & video, with links & tools that let users navigate, interact, create & communicateThree things did not simultaneously: image, course note or PowerPoint slidesNo significant difference between a Web-learning group and a classroom group

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Multimedia in distance learning

CISCO e-LearningLimitation: provide little interactivity & flexibility to

online learnersIf wants to re-listen, has to restart it

Focused on learner-instructor & learner-learner didn’t deal with learner-content interaction

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Multimedia in distance learning

The research:Rich learner-content interactivityLBA presents synchronized multimedia material

with structural content supportImprove learning effectiveness

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The LBA system

Consists of 3 componentsA thin-clientA Web serverA video streaming server

Video streaming server: Videotape lectures or interviews & segment into individual clipsEasy-to-use system (learner): web browser, RealPlayer& sound cardWeb server (Apache): metadata library—titles, file size, speaker, keywords, starting/ending time…Relational DB consists of library & other instructional material (Power Point slides & lecture notes)

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The LBA system

E-Classroom in LBA, presents synchronized video/audio of instructors, PowerPoint slides & lecture note

Learner can interact with the system to control the learning pace & content

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The LBA system

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Empirical study

Hypotheses

Subjects

Experimental procedure

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Hypotheses

Investigate the learning effectiveness of the LBA system measured by students’ exam grades & levels of learner satisfaction

H1: Given the same amount of lecture time, students in an interactive multimedia-based e-Learning environment (LBA) will achieve higher learning performance than those in a traditional classroom

H2: Students in an interactive multimedia-based e-Learning environment (LBA) will have higher degrees of satisfaction than those in the traditional classroom

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Subjects

Came from 7 different departments

39 undergraduate students (22 of them were male)

Average age: 19.6

Didn’t have any e-Learning experience

Randomly divided into 2 groups:An online lecture session using LBAA traditional classroom lecture

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Subjects

During the experiment have some controls:Lecture time was the sameLearning content was consistentGave the same examsSubjects didn’t know the lecture content before

experiment

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Experimental procedure

Subjects in the online session went through the procedure:Brief description of experiment’s objective & procedurePre-testThe LBA system trainingOnline lecture sessionPost-test

Subjects were required to fill out a questionnaire to give their personal background information and feedback on their perceived satisfaction

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Experimental procedure

Not allow to talk with each other (eliminate the possible influence of interaction on subjects’ individual performance)In the classroom:Similar procedure as the online session45-minute regular lecture & review to replace step3

& step4.

Pre- & post-tests: closed-book, closed-notesPotential scores ranged from 0-50

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Experimental results

Online session

Classroom

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Experimental resultsUsing the one-way ANOVA (95% confidence level)

Performance of the online session is significantly

F(1, 37)=10.508, p=0.003

Supports first hypothesis

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Experimental results

Learner satisfaction was measured by 7-point Likert scale:Extremely DissatisfiedVery DissatisfiedDissatisfiedNeutral SatisfiedVery SatisfiedExtremely Satisfied

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Experimental results

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Experimental results

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Experimental results

Using the one-way ANOVA

F(1, 37)=0.119, p=0.732

The difference is not significant, (H2 is not supported)

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Experimental results

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Discussion

Why the LBA group outperformed the traditional classroom group:First:LBA enables learner-centered activityClassroom learning is instructor-centered and is a sequential

processSecond:Attributable to learning in a new environmentExcitement, novelty or interest in multimedia-based e-

LearningSatisfaction level were equivalent: A number of subjects prefer face-to-face learning

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Discussion

Two major limitations:First: small subject groupSecond:

How to improve e-Learning effectiveness?

Beneficial for remote & lifelong learning & training situations

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Discussion

Disadvantages of e-LearningLong preparation timeNeed high bandwidth & fast data transmission speedContent management

Another interesting research:What types of material are suitable to be effectively

taught onlineIf learning content frequently changes, the cost to

update e-Learning material can be prohibitive

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Conclusion

An interactive online learning environment that aims at providing structural support for multimedia instructions to improve e-Learning effectiveness

Process control flexibility & increased learner-content interactivity

Shown significant evidence in support of this proposition

Satisfaction levels of in e-Learning were equivalent to in traditional classroom learning

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End