A quantitative analysis of instructor-student verbal interaction in a simultaneous two-way audio-video distance education setting /
Purpose The purpose of this study was to establish a quantitative baseline analysis and description of the verbal interaction between instructors and students in simultaneous two-way audio and video distance education settings. Additionally, the nature of the interactions of students and instructor...
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
1995.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=742711911&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Purpose The purpose of this study was to establish a quantitative baseline analysis and description of the verbal interaction between instructors and students in simultaneous two-way audio and video distance education settings. Additionally, the nature of the interactions of students and instructors based upon their physical location in this distance learning environment was investigated. .Methodology The design for this study was causal-comparative with data collected using observational methods, distinguished by a lack of random assignment of subjects and nonequivalent groups. The sample was purposefully drawn from classes taught over Texas A&M University's Trans-Texas Videoconference Network (TTVN) during the spring semester of 1995. The classroom observation instrument used was an expanded version of G. R. Johnson's Cognitive Interaction Analysis System. Descriptive statistics were reported for all 12 categories in the CIAS. SASO statistical procedure ANACOVA with backward elimination was used to analyze the data. Maior Finds 1. The levels of classroom interaction found in these settings were not fundamentally different than those found in traditional classroom settings described in the literature. 2. Significantly different levels of student talk were found. The interaction between the instructor and the location of the student was significant in determining the total amount of student talk. Instructors were differentially able to facilitate student talk at local and remote sites. 3. Significantly different levels of cognitive student talk were found. The interaction between the instructor and the location of the student was significant in determining the amount of cognitive student talk. Instructors were differentially able to facilitate cognitive student talk at local and remote sites. 4.Students at remote sites contributed significantly higher levels of noncognitive student talk. |
|---|---|
| Item Description: | Vita. "Major Subject: Agricultural Education". |
| Physical Description: | xi, 136 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |