1. 1 Enhancing E-Learning with Interactive Multimedia Information Resources Management Journal, 16(4), 1-14, Oct-Dec 2003 1 Reporter Yu-Wen Hsiao

2. 2 Abstract Multimedia-based e-Learning systems applied widely, but provide little interactivity to learners Challenges:  Integrate instructional material in different media  Provide flexible process control in an e-Learning environment with personalized knowledge  Improve learning effectiveness This paper proposed:  An e-Learning system with interactive multimedia  It can help users better understand learning content & achieve learning performance comparable to that of classroom learning Using an empirical study

3. 3 Introduction This paper:  Develop an interactive multimedia-based e-Learning system—Learning By Asking (LBA)  Feature synchronized multimedia instructions high learner-content interactivity  Using empirical study for a LBA group & a traditional classroom group to understand: Difference in learning performance Learner satisfaction

4. 4 E-Learning E-Learning brings distinct benefits to learners:  Time & location flexibility  Cost & time savings  Self-paced learning  Collaborative learning environment  Unlimited use of learning material

5. 5 E-Learning E-Learning is an inescapable element of business in the new economy In 1999, the US spent 62.5 billion on training or educating employees, more than 3 billion on technology-delivered training Effective & efficient training methods are required by companies to ensure employees & partners to be timely equipped with the latest information & advanced skills

6. 6 Multimedia in distance learning Multimedia: delivery of information in a computer- based presentation that integrates two or more media The combination of lectures & dialogue with visual presentation, animation & others…entice students Interactive multimedia: the use of a computer to present & combine text, graphics, audio & video, with links & tools that let users navigate, interact, create & communicate Three things did not simultaneously: image, course note or PowerPoint slides No significant difference between a Web-learning group and a classroom group

7. 7 Multimedia in distance learning CISCO e-Learning  Limitation: provide little interactivity & flexibility to online learners  If wants to re-listen, has to restart it Focused on learner-instructor & learner-learner didn’t deal with learner-content interaction

8. 8 Multimedia in distance learning The research:  Rich learner-content interactivity  LBA presents synchronized multimedia material with structural content support  Improve learning effectiveness

9. 9 The LBA system Consists of 3 components  A thin-client  A Web server  A video streaming server Video streaming server: Videotape lectures or interviews & segment into individual clips Easy-to-use system (learner): web browser, RealPlayer& sound card Web server (Apache): metadata library—titles, file size, speaker, keywords, starting/ending time… Relational DB consists of library & other instructional material (Power Point slides & lecture notes)

10. 10 The LBA system E-Classroom in LBA, presents synchronized video/audio of instructors, PowerPoint slides & lecture note Learner can interact with the system to control the learning pace & content

11. 11 The LBA system

12. 12 Empirical study Hypotheses Subjects Experimental procedure

13. 13 Hypotheses Investigate the learning effectiveness of the LBA system measured by students’ exam grades & levels of learner satisfaction H1: Given the same amount of lecture time, students in an interactive multimedia-based e-Learning environment (LBA) will achieve higher learning performance than those in a traditional classroom H2: Students in an interactive multimedia-based e- Learning environment (LBA) will have higher degrees of satisfaction than those in the traditional classroom

14. 14 Subjects Came from 7 different departments 39 undergraduate students (22 of them were male) Average age: 19.6 Didn’t have any e-Learning experience Randomly divided into 2 groups:  An online lecture session using LBA  A traditional classroom lecture

15. 15 Subjects During the experiment have some controls:  Lecture time was the same  Learning content was consistent  Gave the same exams  Subjects didn’t know the lecture content before experiment

16. 16 Experimental procedure Subjects in the online session went through the procedure:  Brief description of experiment’s objective & procedure  Pre-test  The LBA system training  Online lecture session  Post-test Subjects were required to fill out a questionnaire to give their personal background information and feedback on their perceived satisfaction

17. 17 Experimental procedure Not allow to talk with each other (eliminate the possible influence of interaction on subjects’ individual performance) In the classroom:  Similar procedure as the online session  45-minute regular lecture & review to replace step3 & step4. Pre- & post-tests: closed-book, closed-notes Potential scores ranged from 0-50

18. 18 Experimental results Online session Classroom

19. 19 Experimental results Using the one-way ANOVA (95% confidence level) Performance of the online session is significantly F(1, 37)=10.508, p=0.003 Supports first hypothesis

20. 20 Experimental results Learner satisfaction was measured by 7-point Likert scale:  Extremely Dissatisfied  Very Dissatisfied  Dissatisfied  Neutral  Satisfied  Very Satisfied  Extremely Satisfied

21. 21 Experimental results

22. 22 Experimental results

23. 23 Experimental results Using the one-way ANOVA F(1, 37)=0.119, p=0.732 The difference is not significant, (H2 is not supported)

24. 24 Experimental results

25. 25 Discussion Why the LBA group outperformed the traditional classroom group: First:  LBA enables learner-centered activity  Classroom learning is instructor-centered and is a sequential process Second:  Attributable to learning in a new environment  Excitement, novelty or interest in multimedia-based e- Learning Satisfaction level were equivalent: A number of subjects prefer face-to-face learning

26. 26 Discussion Two major limitations:  First: small subject group  Second: How to improve e-Learning effectiveness? Beneficial for remote & lifelong learning & training situations

27. 27 Discussion Disadvantages of e-Learning  Long preparation time  Need high bandwidth & fast data transmission speed  Content management Another interesting research:  What types of material are suitable to be effectively taught online  If learning content frequently changes, the cost to update e-Learning material can be prohibitive

28. 28 Conclusion An interactive online learning environment that aims at providing structural support for multimedia instructions to improve e-Learning effectiveness Process control flexibility & increased learner-content interactivity Shown significant evidence in support of this proposition Satisfaction levels of in e-Learning were equivalent to in traditional classroom learning

29. 29 End