Technical difficulty and its effect on distance education students during two -way videoconferencing courses
Abstract
Two-way interactive videoconferencing is a newer technology which may cause frustration and growing pains. Prior research indicated three main causes of dissatisfaction in distance learning. They were: bad course design and teacher incompetence, wrong expectations on part of students, and poor technology or inability to use technology properly (Moore & Kearsley, 2005). This mixed-methods study consisted of a quantitative survey instrument and qualitative measure to report distance students' tolerance of technical difficulty. In addition the study uncovered students' perceptions when classes were disrupted during power failure; audio or video problems; equipment malfunctions and other causes. The population consisted of four Purdue University cohort groups studying in the Doctoral Education program. To earn degrees, cohort students complete 17 IP Video courses, conduct research, and write a dissertation. Course assignments were submitted through the Internet. The cohort students (N=32) completed a twenty-four question electronic survey through Zoomerang© (N=25). In addition they were invited to participate in a 15 question conversation (N=9). The data from both the qualitative collection and the quantitative collection indicate that a level of tolerance does exist in this population. Data suggest a range of three to ten minutes per hour as an amount of time that students will tolerate. The study was inconclusive regarding quantifiable loss or reduction in learning as a result of technical difficulty. The most frequently mentioned methods for coping with technical difficulty for students were developing peer relationships, preparing for technical difficulty, communicating with instructors, and having access to technical support. The students also suggested ways for instructors to improve the distance delivery process such as, being available outside of course delivery hours, creating websites with course notes and information, and developing an orientation to the equipment and delivery. Distance student satisfaction is affected by technical difficulty. Within the educational process, instructors and institutions must think of students as customers, making students' perceptions a critical component of planning for successful delivery from every partner's perspective. In distance education, the benefits of learning, even in a less than perfect environment, far outweigh the loss of not learning at all.
Degree
Ph.D.
Advisors
Talbert, Purdue University.
Subject Area
Adult education|Continuing education|Educational software|Curricula|Teaching
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