1 Enhancing E-Learning with Interactive Multimedia Author: Zhang, Dongsong & Zhou, Lina. (2003). Journal: Information Resources Management Journal, 16(4),1-14 Speaker ：陸虹妙 Date ： 2005/6/16

2 前言 -- 研究動機與背景 & 文獻探討 E-Learning Benefits  Time and location flexibility  Cost and time savings  Self-paced learning  Collaborative learning environment  Unlimited use of learning material Is adopted by many companies to expand their training market to previously out-of-reach employees. Thousands of online courses, including degree and certificate programs, are now being offered by educational institutions worldwide.

3 前言 -- 研究動機與背景 & 文獻探討 Multimedia in distance learning What is multimedia?  Involves technologies that combine several media of communication such as text, graphics, video, animation and sound.  The delivery of information in a computer-based presentation that integrates two or more media. (Beckman, 1996) Research findings  Multimedia instructions can enhance individual ’ s problem- solving skills and improve learning effectiveness. (Carville and Mitchell, 2000; Gross, 1998)

4 前言 -- 研究動機與背景 & 文獻探討 What is interactive multimedia?  The use of a computer to present and combine text, graphics, audio and video, with links and tools that let users navigate, interact, create and communicate. (Hofstetter, 1995) Hiltz and Turoff (2002)  Asynchronous learning networks plus videotaped lectures.  The content of videos included instructors, course notes, and PowerPoint slides.  At any given time, a learner could only see one of the following three things on a computer screen: The image of an instructor, course notes, and PowerPoint slides  Learners had to use a scroll bar on RealPlayer to skip or locate a portion of a lecture.  Evaluation results revealed that students who took online courses tended to do as well as those in traditional classroom setting.  Critiques Not very interactive and flexible. Operation is time-consuming.

5 前言 -- 研究動機與背景 & 文獻探討 Morales, Cory and Bozell (2001)  Traditional face-to-face delivered instruction vs. Instruction delivered by an asynchronous live-switched video and accompanying PowerPoint slides.  Students ’ exam grades showed no significant difference between a Web-learning group and a classroom group. CISCO e-learning  A video of a lecturer is synchronized with his/her PowerPoint slides.  When the lecturer in the video finishes talking about on concept and switches to the next, the current PowerPoint slides will automatically flip to the next corresponding slide.  A linear process (To re-listen, stop the video and restart it again from the beginning.)

6 前言 -- 研究動機與背景 & 文獻探討 Interaction exerts a positive influence on student engagement, satisfaction and academic achievement. (Chapman, Selvarajah and Webster, 1999; Kirby, 1999) Researchers have primarily focused on learner- instructor and learner-learner interaction. Most prior research and practice did not deal with the aspect of online learner-content interaction.

7 前言 -- 研究目的 Given the same amount of lecture time, will students in an interactive multi-media-based e-learning environment (LBA) achieve higher learning performance than those in a traditional classroom? Will students in an interactive multi-media- based e-learning environment (LBA) have higher degrees of satisfaction than those in the traditional classroom?

8 研究方法 -- 研究樣本 39 undergraduate students. Recruited from an undergraduate MIS course (Introduction to Computing). From seven different departments. Did not have any e-Learning experience prior to the experiment.

9 研究方法 -- 研究工具 The LBA (Learning By Asking) Videotaped domain experts during their lectures or interviews and stored them on a video streaming server. Presented synchronized video/audio of instructors, PowerPoint slides and instructor’s lecture notes on a single interface. Interact with the system at any time to control the learning pace and content by pressing control button.  Next, Prev, Content buttons.

10 研究方法 — 實驗流程 The procedures in the online session Brief description of experiment’s objective and procedure. Pre-test The LBA system training Online lecture session Post-test

11 研究結果 The learning performance of the online session is significantly higher than that of the classroom session. (F (1,37)=10.508, p=.003)

12 研究結果 — The levels of learner satisfaction of the two groups are equivalent. (F (1,37)=0.119, p=.732)