Interactive Videodisc Learning

This study sought to expand the existing research on interactive videodisc learning by examining whether instructional efficacy significantly differed depending upon whether students were provided with a study guide (Directed instruction condition) or not given a study guide and allowed merely to discover their way through the videodisc learning session (Browse instruction condition).

Subjects in the study were 48 undergraduate students enrolled in a social work course who were exposed to an interactive videodisc learning lesson on childhood sexual abuse. All students were exposed to either the Directed or Browse instruction conditions and instructional efficacy was assessed using measures of student achievement, amount of time taken to complete the lesson, degree and quality of peer interaction, and degree of favorability of attitude toward the interactive videodisc learning environment.

Several findings were observed for analyses performed on collected data. In this regard, instructional method differences were not found to make for differences in student achievement. However, the Browse instruction method did produce more favorable attitudes toward the interactive videodisc environment than did the Directed instruction method.

Regarding the peer interaction measure, it was found that if the interaction was about either task-related or procedure-related topics, interaction was higher under Browse instruction conditions than under Directed instruction cond

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and browse group). While no significant differences were found between groups, a trend was observed in the direction of the Browse instruction method yielding better student achievement than the Directed instruction method. (2) The study's second null hypotheses predicted no differences between groups on the attitude measure. Findings for the test of this hypothesis revealed that Browse instruction produced more favorable attitudes toward the interactive videodisc environment than Directed instruction. (3) The study's third null hypothesis predicted that groups would not differ on the measures of peer interaction. However, observed findings showed that if the interaction was about either task-related or procedure-related topics, it was increased more through Browse instruction than through Directed instruction; further, if the interaction consisted of socio-emotional expression, Directed instruction increased it more than Browse instruction. (4) The fourth null hypothesis tested in the study predicted that treatment groups would not differ in terms of the amount of time taken to complete a lesson. Findings, however, showed that more time was required under Browse instruction conditions than under Directed instruction condi

Category: Psychology - I