Applying an Interactive Evaluation Model to Interactive Television.
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| Title: | Applying an Interactive Evaluation Model to Interactive Television. |
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| Language: | English |
| Authors: | Sherry, Annette C., Burke, William F. |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 1995 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Computer Mediated Communication, Distance Education, Educational Television, Evaluation Methods, Graduate Students, Higher Education, Interactive Television, Models, Program Evaluation |
| Abstract: | The effectiveness of an evaluation model for interactive television courses was studied. Inquiry was conducted with distance education graduate students using a structured, open-ended questioning format to obtain their authentic voices about a traditional model: Small Group Instructional Diagnosis (SGID), a facilitator-based model how to open the lines of communication between faculty and students. Subjects responded to three questions: what helped their learning in the program?; what hindered their learning?; and what changes would be suggested? At the conclusion of two courses in Telecommunications and Technology for Teachers, participants were asked to evaluate this SGID process using a version of SGID modified for delivery as a computer-mediated communication. Analysis of students' on-line comments and administrative actions indicated that SGID is effective for these students. Participants had a high level of comfort in sending messages to each other, the instructor, and a discussion list. Student interaction between the process and facilitator was cited as an important aspect in the helpfulness of the process. Items on hindering student interactions with the process were identified by more remote students than by those on campus. On-site students were more apt to indicate no interactions hindered the process and that no changes were needed. Administrators demonstrated change activity. These results are consistent with the data on SGID and have potential for those evaluating graduate courses delivered by two-way audio and video. (Contains 27 references.) (Author/MAS) |
| Entry Date: | 1995 |
| Accession Number: | ED383336 |
| Database: | ERIC |
| Abstract: | The effectiveness of an evaluation model for interactive television courses was studied. Inquiry was conducted with distance education graduate students using a structured, open-ended questioning format to obtain their authentic voices about a traditional model: Small Group Instructional Diagnosis (SGID), a facilitator-based model how to open the lines of communication between faculty and students. Subjects responded to three questions: what helped their learning in the program?; what hindered their learning?; and what changes would be suggested? At the conclusion of two courses in Telecommunications and Technology for Teachers, participants were asked to evaluate this SGID process using a version of SGID modified for delivery as a computer-mediated communication. Analysis of students' on-line comments and administrative actions indicated that SGID is effective for these students. Participants had a high level of comfort in sending messages to each other, the instructor, and a discussion list. Student interaction between the process and facilitator was cited as an important aspect in the helpfulness of the process. Items on hindering student interactions with the process were identified by more remote students than by those on campus. On-site students were more apt to indicate no interactions hindered the process and that no changes were needed. Administrators demonstrated change activity. These results are consistent with the data on SGID and have potential for those evaluating graduate courses delivered by two-way audio and video. (Contains 27 references.) (Author/MAS) |
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