Articles
A COMPARISON OF ASYNCHRONOUS COMMUNICATION LEVELS WITH STUDENTS ENROLLED IN COMPRESSED VIDEO, WEB-BASED, AND TRADITIONAL CLASSES
Article number
641_10
Pages
79 – 84
Language
English
Abstract
Universities are offering more distance courses through a variety of formats.
While innovations have been developed to support the distance learner, communication methods limit instructors interaction with students.
The two formats discussed here are video and web-based, both requiring enhanced asynchronous contact.
In this study traditional, web-based and video conferencing courses were evaluated over several semesters to determine the different levels of communication needed for each type of course.
When web-based classes were compared to traditional classes, there was a significant increase in the total number of student/faculty contacts between the web-based and the traditional classes including both phone calls and e-mail messages.
In addition, the number of minutes of class preparation, grading, tutoring, and teaching were significantly less for the web-based class as compared to the traditional class.
However, the amount of time devoted to administrative tasks and office visits was less (but not significantly) for the web-based class as compared with the traditional class.
Compressed video courses could not be compared directly; however, visual inspection of the data indicates the number of minutes teaching, preparing for class and grading were intermediate to the two other teaching modes, while administrative time increased.
Additionally, the number of e-mails and total number of contacts was intermediate to the two comparison teaching modes, while the number of phone calls and office visits were less.
Given the greater number of contacts per minute in both distance formats, it appears that students compensate for the distance with greater asynchronous personal contact with the instructor.
While innovations have been developed to support the distance learner, communication methods limit instructors interaction with students.
The two formats discussed here are video and web-based, both requiring enhanced asynchronous contact.
In this study traditional, web-based and video conferencing courses were evaluated over several semesters to determine the different levels of communication needed for each type of course.
When web-based classes were compared to traditional classes, there was a significant increase in the total number of student/faculty contacts between the web-based and the traditional classes including both phone calls and e-mail messages.
In addition, the number of minutes of class preparation, grading, tutoring, and teaching were significantly less for the web-based class as compared to the traditional class.
However, the amount of time devoted to administrative tasks and office visits was less (but not significantly) for the web-based class as compared with the traditional class.
Compressed video courses could not be compared directly; however, visual inspection of the data indicates the number of minutes teaching, preparing for class and grading were intermediate to the two other teaching modes, while administrative time increased.
Additionally, the number of e-mails and total number of contacts was intermediate to the two comparison teaching modes, while the number of phone calls and office visits were less.
Given the greater number of contacts per minute in both distance formats, it appears that students compensate for the distance with greater asynchronous personal contact with the instructor.
Authors
C.B. McKenny, E.B. Peffley, I. Teolis
Keywords
computer-mediated communication, student contact, e-mail
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