Asy nchronous Streaming Video from the Classroom to the Remote Student’s Desktop Stacey Sawa and Eric Flower  University o...
Table of Contents <ul><li>Purpose </li></ul><ul><li>Streaming video process </li></ul><ul><li>Methodology </li></ul><ul><l...
Purpose of the Study <ul><li>To make some preliminary determination on the effectiveness of asynchronous streaming of clas...
Video Was Delivered Directly to the Student’s Desktop <ul><li>We did not broadcast to studios or computer labs where stude...
Streaming Video Process Capture with RealProducer Encode with RealProducer Distribute with RealServer, view with RealPlaye...
Hardware/Production System Mixer Splitter Videotape  backup Video monitor Encoding PC Audio capture Video capture Audio mo...
Distribution System UH ITS Streaming Server RealPlayer/RealOne  Clients Weekly Chat session
Equipment Cart
 
 
Study Design <ul><li>This study used a quasi-experimental design with students in the face-to-face classroom section as th...
Hypothesis <ul><li>It was hypothesized that the results of this study would show no significant difference between the stu...
Methodology  (1) <ul><li>Using the streaming video system we designed and built, we taught “Computer Skills for Administra...
Methodology  (2) <ul><li>Both groups had the same class presentations, readings, and assignments, wrote the same reports, ...
Grade Score Components <ul><li>Testing throughout the semester: 45% </li></ul><ul><li>Final exam: 20%  </li></ul><ul><li>C...
Exam Mean Scores
Final Grade Mean Scores
Independent samples  t-test results
Results   <ul><li>Statistical analysis of the student grades showed no significant difference in four out of the five cate...
Methodological/Data Problems <ul><li>Groups are not random </li></ul><ul><ul><li>Groups are self-selected by enrollment in...
Future Research <ul><li>More rigorous study and analysis of classroom-based asynchronous streaming video needs to be perfo...
Thanks for watching! Stacey Sawa and Eric Flower University of Hawai‘i-West O‘ahu
Upcoming SlideShare
Loading in …5
×

View the PowerPoint presentation.

280 views
208 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
280
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • This course is an elective course with no pre-requisites. Students were mainly from the Professional Studies Division (Business Administration and Public Administration). They had a mix of dialup, cable, DSL, and office LAN connections.
  • View the PowerPoint presentation.

    1. 1. Asy nchronous Streaming Video from the Classroom to the Remote Student’s Desktop Stacey Sawa and Eric Flower University of Hawai‘i-West O‘ahu [email_address] [email_address] StreamingVideoOnTheNet.com E-Learn 2006, Waikiki
    2. 2. Table of Contents <ul><li>Purpose </li></ul><ul><li>Streaming video process </li></ul><ul><li>Methodology </li></ul><ul><li>Results </li></ul><ul><li>Methodological Problems </li></ul><ul><li>Future Research </li></ul>
    3. 3. Purpose of the Study <ul><li>To make some preliminary determination on the effectiveness of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting </li></ul>= ?
    4. 4. Video Was Delivered Directly to the Student’s Desktop <ul><li>We did not broadcast to studios or computer labs where students would have to gather to participate in a site-to-site model—delivery was directly to the student’s desktop at home or in an office </li></ul>
    5. 5. Streaming Video Process Capture with RealProducer Encode with RealProducer Distribute with RealServer, view with RealPlayer/ RealOne
    6. 6. Hardware/Production System Mixer Splitter Videotape backup Video monitor Encoding PC Audio capture Video capture Audio monitor
    7. 7. Distribution System UH ITS Streaming Server RealPlayer/RealOne Clients Weekly Chat session
    8. 8. Equipment Cart
    9. 11. Study Design <ul><li>This study used a quasi-experimental design with students in the face-to-face classroom section as the control group and students in the online asynchronous streaming video section of the course as the treatment group </li></ul><ul><li>An independent t-test was used to compare the means of the control and treatment group results </li></ul>
    10. 12. Hypothesis <ul><li>It was hypothesized that the results of this study would show no significant difference between the student grades of the control (classroom students) and treatment group (students viewing asynchronous video), or, that the grades of the participants in the treatment group would be significantly higher than those of the control group </li></ul>
    11. 13. Methodology (1) <ul><li>Using the streaming video system we designed and built, we taught “Computer Skills for Administrators” during the Spring of 2005 </li></ul><ul><li>There were 8 students in the classroom and 10 students viewing asynchronous streaming video of classroom activities </li></ul><ul><li>Course is an elective with no pre-requisites offered in the Professional Studies Division </li></ul>
    12. 14. Methodology (2) <ul><li>Both groups had the same class presentations, readings, and assignments, wrote the same reports, took the same tests, and worked on similar projects </li></ul><ul><li>Both groups could watch the archived class video files that were posted the next day </li></ul>
    13. 15. Grade Score Components <ul><li>Testing throughout the semester: 45% </li></ul><ul><li>Final exam: 20% </li></ul><ul><li>Class participation/ Quality circle participation: 10% </li></ul><ul><li>Group presentation/ Group presentation contribution: 15% </li></ul><ul><li>Critical review of Visions: How Science Will Revolutionize the 21 st Century by Michio Kaku: 10% </li></ul>
    14. 16. Exam Mean Scores
    15. 17. Final Grade Mean Scores
    16. 18. Independent samples t-test results
    17. 19. Results <ul><li>Statistical analysis of the student grades showed no significant difference in four out of the five categories examined </li></ul><ul><li>The online students scoring significantly higher in the fifth category (Exam 3) </li></ul><ul><li>Low cost narrow bandwidth asynchronous streaming of classroom-based instruction appears to be as effective as the traditional classroom environment in this instance </li></ul>
    18. 20. Methodological/Data Problems <ul><li>Groups are not random </li></ul><ul><ul><li>Groups are self-selected by enrollment in a classroom or online section </li></ul></ul><ul><ul><li>Neighbor Island students have no choice; they must enroll in an online section </li></ul></ul><ul><li>Population may not be representative of all college students </li></ul><ul><li>Not “blind”; instructor knows who is in each group </li></ul>
    19. 21. Future Research <ul><li>More rigorous study and analysis of classroom-based asynchronous streaming video needs to be performed to confirm these preliminary findings </li></ul>= ?
    20. 22. Thanks for watching! Stacey Sawa and Eric Flower University of Hawai‘i-West O‘ahu

    ×