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Learning effectiveness: a comparitive study to measure effectiveness of webcasting in success of students in an introductory computer science class

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Learning effectiveness: a comparitive study to measure effectiveness of webcasting in success of students in an introductory computer science class

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LEARNING EFFECTIVENESS:
A COMPARITIVE STUDY TO MEASURE EFFECTIVENESS OF
WEBCASTING
IN SUCCESS OF STUDENTS IN AN INTRODUCTORY
COMPUTER SCIENCE CLASS

by

Massoud Ghyam
________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2007

Copyright 2007 Massoud Ghyam
ii
DEDICATION

This dissertation is dedicated to my wife Sophia Salmanpour Sherif, my
daughters Darya and Donya, and my father Nasser and my mother Fatemeh
Iranodokht Bardshiri.
Many thanks to my wife, whose support enabled me to complete my
studies, and to my daughters whose love kept me going.
Special thanks to my parents, both of whom got me started in my
educational career by encouraging me and supporting me both financially and
emotionally throughout the long process.
iii
ACKNOWLEDGMENTS

First of all, I would like to give special thanks to my advisor Dr. Linda S.
Hagedorn for all her insights and support in assisting me with my dissertation. Her
knowledge of the field of education and the use of statistical tools was instrumental
in my growth and maturity in accomplishing this task.
I would also like to thank Dr. Melora Sundt and Dr. Lawrence Picus
members of my committee for their time and efforts in helping me finish this
process.
iv
TABLE OF CONTENTS
DEDICATION .................................................................................................. iii
ACKNOWLEDGMENTS .................................................................................. iv
LIST OF TABLES ................................................................................................v
LIST OF FIGURES ..............................................................................................vi
ABSTRACT ........................................................................................................vii
CHAPTER I: INTRODUCTION ...........................................................................1
CHAPTER 2: REVIEW OF THE LITERATURE ................................................18
CHAPTER 3: RESEARCH METHODOLOGY .................................................36
CHAPTER 4: RESULTS ......................................................................................42
CHAPTER 5: SUMMARY ..................................................................................56
REFERENCES .......................................................................................................62
APPENDICES .......................................................................................................69
v
LIST OF TABLES
Table 1: Technology Used ..................................................................27
Table 2: Independent Samples Test ....................................................48
Table 3: Group Statistics ....................................................................48
vi

LIST OF FIGURES
Figure 1: Diversity at the School of Engineering ................................5
Figure 2: Breakdown of Students’ Majors ..........................................41
Figure 3: Breakdown of Students’ Ethnicity .......................................42
Figure 4: Breakdown of Students’ Gender ...........................................43
Figure 5: Percentage of Students Viewing Online Lectures ................44
Figure 6: Grade Comparison of the Groups ..........................................49
Figure 7: Breakdown of Students’ Attendance .....................................49
Figure 8: Break Down of Students’ Recommending
Use of Webcast ......................................................................................50
Figure 9: Male vs. Female Grade Distribution .....................................51

vii

ABSTRACT

This study investigates if providing delayed webcast of college lectures
would improve the retention of students enrolled in an introductory computer
science class over a span of six semesters. The population for this study was
undergraduate engineering students enrolled in the same course at a major research
university in a western state in six different semesters. The same instructor taught
all sections of the course, the same textbook and software were used, and the
number of lab/teaching assistants were also exactly the same. Assignments and
exams were changed but were kept at the same level of difficulty. Some students
were enrolled in the courses where webcasting was not utilized as a tool, while
others took the same course where delayed webcasting was used.
The research question that guided the study was: Will use of the delayed
webcast and the availability of the course lectures on line improve students’ grades
and therefore the success ratio in the Introduction to Computer Science and
Programming course? For the purposes of this study successful completion is
defined as the number of students who did not drop the course, and who passed the
course with a grade of C- or better. Grade improvement of students who
completed the course was also examined.

viii
Result of the study showed providing delayed webcast of the
lectures did not improve retention, but neither did it harm the student’s learning.
Future study is recommended to include coding for gender and student’s field of
study.

1

CHAPTER 1
INTRODUCTION
The past few years has seen a great increase in the use of computers and the
Internet as tools in teaching and learning. In K-12 education in 1999, 63 percent of
classrooms were connected to the Internet, and 95 percent (National Center for
Education Statistics, 1999a) of the nation's schools were Internet connected. From one-
third (National Telecommunications Information Agency, 1999) to one-half (Dataquest,
1999) of homes had Internet access. Families with higher incomes, white, younger, and
living in urban settings have a higher percentage in these statistics (Lenhart, 2000;
National Telecommunications Information Agency, 1999). Statistics reported by
governmental and non-governmental agencies confirm that nearly every public school
in the nation has computer technology available for their teachers and students. A
majority of teachers, 57 percent, assessed the technology available in their classroom as
sufficient (National Center for Education Statistics, 2005); however the type, amount
and quality of technology available to them were not identical. According to the data
from 2005 statistics (National Center for Education Statistics, 2005) almost 100 percent
of public schools across the nation now have access to the Internet. A study reported
out of 280 college students responding to the survey, 71 percent had a computer, 73
percent had Internet access, 93 percent had sent an e-mail, and 100 percent had browsed
the Web (Hanson and Jubeck, 1999). These statistics suggest that availability of
computers in public schools should have introduced students to computer technology
2
prior to their arrival on university campuses and such exposure should reduce
the anxiety level of computer use for beginning college students.
Most institutions of higher learning are using some computer-enriched curricula.
They are also supplementing programs of study through web-based distance learning
and some even offer complete degree programs on line. In the 2000-2001 academic
year, 56 percent (2,320) of all 2-year and 4-year Title IV-eligible, degree-granting
institutions offered distance education courses for any level or audience (Waits, 2003).
Twelve percent of all institutions indicated that they planned to start offering distance
education in the next 3 years, and 31 percent did not offer such courses in 2000-2001
and did not plan to do so in the next 3 years. Nineteen percent of 2- and 4-year
institutions in 2000-2001 had degree or certificate programs designed to be completed
totally through distance education (Waits, 2003). Given these statistics, it is not
surprising that learning in the future will be taking place both in and outside of the
campus classroom using some mode of distance learning. Institutions of higher
education, especially public institutions, have found it advantageous to incorporate
distance education into their curriculum to attract and retain diverse student populations.
To ensure the quality of distance education, some researchers have addressed the
controversy over the accreditation procedures for distance education programs. The
National Advisory Committee on Institutional Quality and Integrity of the United States
Department of Education questioned judgments of quality and whether accreditation
agencies are meeting the letter of the law. In response to this, Russell (1999) reviewed
355 studies and found no significant differences between traditional classrooms and
3
distance learning education. In a study specific to the area of training special
educators (Spooner, Jordan, Algozzine, & Spooner, 1999), found that student ratings of
instruction and learning did not differ significantly between on campus and off campus
settings.
The use of technologies has the potential to improve quality, accessibility and
cost effectiveness of university teaching. Using tools such as electronic mail (email),
computer conferencing, and webcasting can improve communication between students
and academic staff. These tools offer easier and more convenient ways for interaction,
which can be used for joint problem solving, team work, shared learning and enhanced
fact-to-face contact (Chickering & Ehrmann, 1997).
Background of the Problem
Retention in higher education has been a topic of research for many years
(Astin, 1975; Tinto, 1975), yet remains a point of concern (Bank, Biddle, and Slaving,
1994; Eaton and Bean, 1995; Hagedorn, Nora and Pascarella, 1996). However, Braxton
and Brier (1989) have stated, “researchers are far from understanding the causes of
college student attrition” (p. 60). One of the most tested theories with regard to
retention is Tinto’s theory of integration of the student’s social and academic life in
college (1975). While this model has been utilized in numerous ways in a variety of
research situations, its basic structure has remained intact. Tinto’s model is used for
the purpose of this study; however it is applied at a disciplinary level rather than its use
to investigate the typically more global perspective of the institution.
4
Tinto (1975, 1987, 1993) utilized Durkheim’s (1951) explanation of
suicide as a theoretical basis for why college students depart from an institution.
Durkheim claims lack of integration with society causes some individuals to commit
suicide; correspondingly, Tinto claimed that college students who fail to integrate into
the social and academic systems of the institution might drop out in higher percentages
than other students who have achieved integration. Tinto (1986) used Van Gennep’s
(1960) rites of passage theory to explain the student’s long process for adjusting to the
new life on campus. Van Gennep has stated that in tribal societies, the rites of passage
to adulthood include three phases: separation, transition, and incorporation. Tinto
applies this concept to the process of students adjusting to college life. The separation
stage for students starts by a reduction in their interactions with past friends and
changes in their behavior. As students obtain the necessary knowledge and skills to
interact with members of the new group, this signifies their move to the transition
phase. As new interaction patterns are established they are in their incorporation phase.
The ability to successfully move through these phases may be dependent on how
different a student’s past norms and behavior patterns are from those expected of them
in the new context. Students from families, communities, and schools with widely
different norms and behaviors from those in the college environment may have a
particularly difficult time adjusting to college life. The reason for this difficulty may
be due to the fact that to incorporate and accept the new values that ensure success in
college may require students to correspondingly reject family members, friends, and
former values (Tinto, 1987; Van Gennep, 1960). Figure 1 shows these students come
5
from a diverse economical and cultural background. According to the
universities housing office majority of the subject population (about ninety percent)
participating in this study live on or close to campus away from their friends and
families. These are some of the factors that have been studied by many researchers
(Solberg & Villarreal, 1997; Modell, Furstenberg & Hershberg, 1976), but due to the
recent developments in the Internet technology there have not been many studies on the
use of webcast and its effect on retention.
Diversity at the School of Engineering
0.6%
42.9%
2.2%
13.5%
9.6%
4.0%
27.2%
0
200
400
600
800
Native American
Asian-American
Black
Hispanic
International
Unknown
White
Ethnicity
Number of Students

Figure 1
Astin offers another prevailing theory, which focuses primarily on a student’s
cognitive and emotional development. This theory describes a behavioral processes, or
“the how of student development” (Astin, 1984, p. 301), and developmental outcomes,
or “the what of student development” (Astin, 1984, p. 301). Astin’s research has
6
indicated that students who are involved socially and academically within the
institution have a tendency to continue; those who are less involved are more likely to
quit. His theory considers involvement in academics, with faculty, and with peers as
the key factors in retention and success in university.
Tinto’s and Astin’s models put forth the belief that the role of integration and/or
involvement with the institution is one of the major factors in students’ success in
college. However, Astin’s theory focuses on describing the features and behaviors of
students who persist while Tinto’s theory advances a causal model focusing on the
process of persistence. This study aims to utilize Tinto and Astin’s theories at a
disciplinary level and considers the role of using webcast in improving successful
completion of an introductory science class such as Introduction to Computer Science
and Programming.
Statement of the Problem
To better understand the problems associated with the use of technology in
higher education and specifically in distance education one must look at the history of
their use by faculty and students in universities. The use of the Internet has been one of
the most important and newest tools available to educational communities. The U.S.
Government, under the Clinton Administration, launched a National Information
Infrastructure (NII) initiative to provide universal access to Internet technology.
Internet access can be compared to telephone access in the past, with the invention of
telephone it took many years until it was accessible to everyone. It required many years
of infrastruction development before it became available at a reasonable cost to majority
7
of the world population. In the case of Internet it requires the same type of
progress, however the problem is not simple connectivity like it was in the case of
telephone system but it is access to information quickly and efficiently which require
improved bandwidth and better technology. The information infrastructure can help
overcome barriers to information and create opportunities to get together regardless of
geographic, physical and financial constraints. Different ethnic, economic, political and
other interest groups can find increased opportunity, through the use of the Internet, to
organize and consolidate their resources in achieving their common interests.
One of the major problems to be solved with regards to the use of technology is
to find ways to help the lower socio-economical groups who have been left behind to
catch up with the rest of society. Income of many people in these groups does not
allow them to have access to relatively expensive computer equipment and monthly
connectivity charges, which are required, to access the Internet. The rapid
developments in computer and communication technologies have left many them
behind and have made it difficult for some individuals in these groups to keep up with
all the changes. The innovations and quick development of information technologies in
the 1980's left a significant number of people in the lower socio-economical groups
behind. Based on the report from National Telecommunications and Information
Administration (July 1998), the growth in innovations has slowed to some degree in the
1990's, but it is still moving faster than some groups in the lower socio-economic
groups can handle. In the recent years the innovations and improvements in the
technologies have started to gain momentum and new technologies are being
8
introduced, but for the most part the latest technology is not required to have
access to the Internet or run most of the applications that are needed by the majority of
students. Since most of the technology needed in accessing the Internet and most
common computer applications is not hierarchical, many people within these groups can
directly move on to the next generation or use the older technology at a lower cost to
help them access the Internet (NTIA, 1995). Despite the very limited availability of
studies concerning these groups, one can assume that computerization,
telecommunications, and mass media applications are dramatically underrepresented in
distressed urban areas. This is especially true in homes, where personal computers are
not available (NTIA, 1998).
Another important issue with regards to equal access of technology is that
information tools, such as the personal computer and related software and peripheral
devices, are increasingly critical to economic success and personal advancement.
According to research referred to in Falling Through the Net: Defining the Digital
Divide, more Americans than ever have access to telephones, computers, and the
Internet. At the same time, NTIA (National Telecommunications and Information
Administration) has found that there is still a significant "digital divide" separating
American information "haves" and "have nots". In many instances, the digital divide
has widened in the last few years. (NITA, 1995)
NTIA's third report in the Falling Through the Net series, relies on December
1998 U.S. Department of Commerce Census Bureau data to provide an updated
snapshot of the digital divide. The good news is that households in the United States
9
are more connected than ever before. Access to computers and the Internet has
increased for people in all demographic groups and geographic locations. At the end of
1998, over 40 percent of households in the United States owned computers, and one-
quarter of all households had Internet access. Additionally, those who were less likely
to have telephones (chiefly, young and minority households in rural areas) are now
more likely to have phones at home (NTIA, 1999). Due to the availability and
accessibility of cellular phones in the recent years it may be suitable to use it to access
the Internet, but the cost of accessing Internet and the low bandwidth makes using cell
phones not economical for the time being. Even though over the past few years the cost
of cell phones and access to cellular technology has fallen, but the problem with the
bandwidth is still not completely solved and access to the internet via cell phone is still
limited and costly.
Another factor is the fact that many faculty still teach using traditional methods,
but an increasing number are realizing the potential of multimedia, the Internet, and
other technology-based forms of instruction (Mery, 2003). Using technology in the
classroom could be beneficial because it:
• Emphasizes active learning;
• Responds to different learning styles;
• Enhances collaborative learning;
• Increases individualized learning and self-paced study; and
• Encourages greater student independence. (Cabrera, Nora, Bernal,
Terenzini, & Pascarella, 1998)

However, faculty ownership of the curriculum is a significant barrier to
implementing technology in the classroom. In order to affordably integrate technology
10
into the classroom, the sharing of resources by multiple campuses is
necessary. Additionally, with curriculum planning occurring primarily at the individual
faculty level, technology often costs institutions an unwarranted amount of money.
Some of the key issues related to technology implementation in the classroom are:
• Changing the role of faculty;
• Implementation within different disciplines; and
• Faculty training and development. (Twigg, 2000)

The technology revolution is causing changes in faculty roles and debates over
the implications for institutions. In order to utilize new technical tools, there has been a
great deal of experimentation in various disciplines to align new pedagogies with
specific types of instruction. As new technologies emerge, training is critical for faculty
without a technology background, and all faculty must be provided opportunities to
continue their skill development. The Internet site
http://www.horizon.unc.edu/projects/resources provides a great deal of first hand
information based on faculty experiences. The Technology Source (formerly The
Technology Colloquium), a free on-line monthly publication, is a forum for college and
university faculty members and administrators to share their experiences with
integrating technology on their campuses and into their curricula. Every issue of The
Technology Source features discussions, case studies, relevant research, articles,
surveys and solutions for integrating technology into academic organizations.
According to Rutherford and Grana (1995), faculty roles in teaching are shifting
from knowledge gatekeepers to knowledge facilitators. This change in roles is based on
a trend toward active and less authority-dependent learners and students' access to
11
information through technology. In addition, faculty are undergoing change
due to the availability of technology for classroom use (Johnstone & Krath, 1996;
Young, 1997). Even though this change is eminent and some faculty have made the
transition, there are still many who have not incorporated technology into their teaching
(Armstrong, 1996). Availability and use of the technology in the classroom is
important, but investigating and understanding the effectiveness of a particular tool is
also important. One of the problems is how to measure this effectiveness, and if it is
found to be effective, how to determine if the financial cost and training is worth the
reward. To encourage faculty to use new tools training process that includes quality of
content, demonstration, self-paced practice, immediate feedback, and technological
assistance should be used. This process gives faculty the opportunity to learn these
tools through hands-on discovery and incorporate them into their teaching (Gandolfo,
1998; Padgett & Conceao-Runlee, 2000).
Purpose of the Study
The purpose of this study is to determine the effectiveness of using delayed
webcast with regards to successful completion of the course by students in an
Introduction to Computer and Programming class. To include a new tool in teaching a
course requires a considerable amount of time commitment, and most likely some cost
involved. Most educators have an overloaded teaching and research schedule with
conflicting responsibilities, which makes it hard to persuade them to take time to train
and learn a new tool without showing them positive evidence regarding the use of such
a tool. It is very useful to have evidence of effectiveness of a tool before committing
12
time and resources to it; correspondingly, the primary purpose of this study
was to examine the effectiveness of using delayed webcast in students’ success in
completion of their class to provide data in support/not support of using delayed
webcast. The results should provide evidence to assist faculty and university decide if
they should invest time and money in using this type of tool. Students’ level of
satisfaction of using delayed webcast in this introductory science class is also measured
to examine the level of participation and reception of the tool.

Significance of the Problem
Research has indicated (Adams, Montemayor, & Gullotta, 1996; Modell,
Furstenberg, & Hershberg, 1976; Steinberg, 1990) late adolescence can be characterized
as a period in which individuals seek to achieve a psychological sense of autonomy
from their parents by successfully addressing a number of key tasks. An important task
is the completion of schooling and preparation for adult roles. More and more, attaining
a college degree defines success in this arena. However, it is often the case that
promising adolescents who begin college do not always return after their first year,
much less complete a degree (Solberg & Villarreal, 1997; Wechsler, Davenport,
Dowdall, Moeykens, & Castillo, 1994). Studies suggest (Champagne & Horing, 1985 ;
Daempfle, 2003 ; Strenta, Elliot, Russell, Matier, & Scott, 1994) that retention among
science, mathematics and engineering majors remains below the average of other
disciplines. According to the statistics presented by Seymour and Hewitt (1997) up to
60 percent of entering students who identify themselves as science, mathematics and
13
engineering majors early in their college entrance switch to other majors.
They looked at various factors that contributed to the causes of this phenomenon and
have listed the following factors:
Loss of interest in science, mathematics and engineering

• Inadequate help
• Overwhelmingly fast pace
• Bad grades in the first year science course (loss of confidence)
• Conceptual difficulties with the subject
• Inadequate high school preparation (content/study habit)
• High level of competition between science students (causes moral problems for
weaker students)

This study attempted to evaluate the use of delayed webcast in elevating some of these
factors such as an overwhelmingly fast pace, inadequate help and inadequate high
school preparation by allowing the students to review the lesson as many times as they
require to master the material at their own pace. If use of delayed webcast helps these
students improve their grade and their understanding of the basic knowledge in the
introductory courses, it may also improve the retention in science programs. Both
students and science programs can benefit from the improved retention.
Research Question
Computer technology provides useful teaching tools, and implementing these
tools successfully in the classroom can help improve retention. Rogers (1995) states
that there are several factors regarding new innovations in teaching and learning that
makes an instructor more likely to adopt it. New innovations should:
• have greater relative advantage than the current method.
• be compatible with existing values and needs.
• not be too complex to understand and use.
14
• be readily experimented with on a limited basis.
• have visible results. (Rogers, 1995)

This research study was primarily guided by the following question: Will use of
delayed webcast of the course lectures improve students’ grades and retention in the
Introduction to Computer Science and Programming course at a major research private
university in the west?
Methodology
This study will use a quantitative approach to research by: 1) Comparing current
grades against previous semesters grades of the same course; 2) Conducting surveys at
the end of the semester to get student reaction to the use of the delayed webcast tool and
analyze the results; 3) Using sample t-test to analyze and compare grades; 4) Analyzing
usage level of the webcast by students.
Assumptions
For this study, the following assumptions are made:
1. The participants will answer all questions accurately.
2. The measures are reliable and valid indicators of the constructs to be studied.
3. The data will be accurately recorded and analyzed.
4. The subjects will be assessed in a controlled atmosphere.
5. The purposes, processes, and elements of the framework studied have a degree of
applicability and generalizability to the science programs in most universities and
colleges.
15
6. The research, data gathering, and findings and conclusions of the study
represent “good research.”
Limitations
1. This study is limited to subjects who agree to participate voluntarily.
2. It is limited to the number of subjects surveyed and the amount of time available to
conduct this study.
3. Validity of this study is limited to the reliability of the instruments used, and to the
honesty of the subjects' responses to the instruments.
4. Gender was not individually coded in the data preventing further analyses by
gender.
Delimitations
The study will confine itself to surveying the students enrolled in sections of
Introduction to Computer Science and Programming at one four-year degree granting
private university. The study will focus on the use of delayed webcast by students and
its effect on their grades. Only full-time faculty will be included in the study. The
study covered the period of 6 semesters from Fall 2002 through Spring 2005.
Definition of Terms
A stream: A continuous digital signal, delivering audio and/or video to a
desktop. The manner in which a stream is sent; a download is not necessary, and the
viewer receives a steady flow of video and audio at a particular speed (i.e., 28.8K, 56K,
T1).
16
Asynchronous Communication: Not synchronized; that is, not
occurring at predetermined or regular intervals. The term asynchronous is usually used
to describe communications in which data can be transmitted intermittently rather than
in a steady stream.
Communication: The transmission of data from one computer to another, or
from one device to another.
Compact Disk (CD): A molded plastic disc containing digital data that is
scanned by a laser beam for the reproduction of recorded sound and other information.
CD-ROM: Abbreviation of compact disc read-only memory, type of computer
memory in the form of a compact disc that is read by optical means. A CD-ROM drive
uses a low-power laser beam to read digitized (binary) data that has been encoded in the
form of tiny pits on an optical disk. The drive then feeds the data to a computer for
processing.
Digital Video Disks (DVDs): A medium used to store large amount of data,
which is largely read-only memory developed from videodisc technology during the
early 1980s.
ITV: It refers to instructional television, which can be used to deliver course
content to students at a remote site using regular broadcast television.
Live Webcast: An event produced in real-time (as it is happening) and
broadcasted over the Internet. Live webcast can be archived indefinitely for later
access.
17
On-demand/Delayed Webcast: An archived Webcast/event that is
stored on a network server and is available for viewing at a later time at user’s choice.
Retention: The number or portion of students who have successfully completed
the course with grade of C- or better.
Satellite: In telecommunication, the use of artificial satellites to provide
communications links between various points on Earth. Communications satellites relay
voice, video, and data signals between widely separated fixed locations
Streaming Media: Software used to broadcast audio and/or video on the Internet.
Synchronous Communication: Communication occurring at regular intervals.
Synchronous Distance Education: Defined as two or more classrooms in
different locations are joined in real time and run, synchronously, usually from the
originating site.
Video cassettes: A video cassette is a storage device commonly used to record
television programs broadcast over the air or by cable and to play back commercially
recorded cassettes on a television set.
Webcasting: Transmission of live or pre-recorded audio and/or video to personal
computers that are connected to the Internet. One will often hear the term streaming
media in conjunction with Webcasting because that is the software that enables
Webcasting.
18
CHAPTER 2
REVIEW OF THE LITERATURE
Introduction
Retention has long been the subject of studies and has been approached from
many different perspectives. This study focused on the use of technology tools to
improve the retention in first year science classes, for that reason studies that primarily
deal with tools and general retention issues will be examined. There has been a plethora
of active research in the area of retention (Astin, 1964; Tinto, 1975), but researchers are
far from understanding all the causes of college attrition (Braxton & Brier, 1989).
Tinto's (1975) theory of student social and academic integration is one the most used
and mentioned models of retention.
Tinto's original theory of "social and academic integration" (1975) had sought to
explain why some students persisted and others dropped out of college. He defined
integration as the degree of adaptation of the culture of the institution by students. Nora
(1987), Murguia(1991), and Pavel (1991) suggested, Tinto's theory can also be applied
to most campuses with or without a diverse student body. A. W. Astin's theory of
"student involvement" has been reviewed and used by many researchers. He suggested
that, students can improve their success in college through greater personal
involvement, and the institution should take steps to enhance a student's "talent
development" (Astin, 1991). In addition Pace's (1984) "quality of effort" model
evaluates student progress in college against personal participation in "various activities
related to the use of facilities and opportunities" on campus. As web-based learning is
19
gaining acceptance and use in higher education, a number of web-based
course delivery models have been provided in the literature (Cerny & Heines, 2001;
Spooner, Spooner, Algozzine, & Jordan, 1998), though only a few examples of hybrid
web-based/traditional courses are described. Research suggests that both faculty and
students enjoy the web-based course format once they experience it, but determining the
degree of effectiveness of using web-based courses has not yet been fully understood.
(Teh, 1999; White, 2000).
Literature Review
Moore and Kearsley (1996) discussed the various technologies and delivery
media available for distance education. Different media types have been used to deliver
instruction. Each medium and each technology has its own strengths and weaknesses.
Many factors control the use of these media technologies. How a medium is used may
be more important than what particular technologies were selected. The use of the
medium is part of the design of the curriculum especially in distance education
programs or classes that use some aspects of distance education tools. The
effectiveness of distance education cannot be resolved by a single study. It is only
through careful review of the existing literature, high quality research and the
authenticity of its findings, can one assess the quality of distance education.
One of the most comprehensive reviews on effectiveness of distance education
is Russell's (1999) collection of 355 "no significant difference" studies. On the basis of
evidence found in all of these studies and contrasting this evidence with the much
smaller number of "significant difference studies" Russell concludes that there is no
20
compelling evidence to refute Clark's (1983, 1994) claim that a delivery
medium contributes little if anything to the outcomes of planned instruction.

Available Technologies:
The following provides a list of technologies used in delivering course content:
Print medium: Print is the most common medium used in distance education. Forms
of print are textbooks, manuals, course notes, and study guides. Print materials are
relatively inexpensive to develop or distribute. Print is used in some form by almost all
courses including distance education courses, regardless of what other media they
employ. The learner uses print media here in an “asynchronous way”.
Audio, Videocassettes, Compact Disk (CD), and Digital Video Disks (DVDs): These
materials are generally expensive to produce and involve specialized skills and
equipment (recording, editing, directing). Some distance learning provides "video-
based instruction". In such program, videotapes/CD/DVDs are the main medium of
delivery of information to the learner. Video is a powerful medium in terms of
capturing attention, and conveying a lot of information quickly. Audio and videotapes
have come to play an increasingly important role as media for distance education.
Many people have VCRs and/or CD/DVD players in their homes, and videotapes, CDs,
and DVDs are easy and inexpensive to distribute. These media can be used to present
the views of experts, which would increase the credibility of and interest in the
materials. Materials that are hard to communicate by print may be communicated this
way.
21
Radio and Television: Radio and television broadcasting has been used for
educational purposes for many years (Moore, 1989). There are different types of
broadcast: public, cable, Internet and satellite. The main advantages of using radio and
television broadcasting and use of Internet are that they are relatively inexpensive and
widely available.
Teleconferencing: Moore and Kearsley (1996) define teleconferencing in terms of the
interaction of students and instructors via some form of telecommunications
technology. There are four different types of teleconferencing:
1) Audio
2) Audio-graphics
3) Video
4) Computer
Using a variety of communication technologies such as satellite, microwave, and
Instructional Television Fixed Service (ITFS) provides teleconferencing capabilities.
Services include producing, hosting, or broadcasting satellite downlinks, uplinks, or
two-way teleconferences to a number of locations. Audio-graphic teleconferencing
systems involve the use of computer or facsimile technology to transmit visuals to
support the audio. Most computer systems allow the transmission of graphics,
programs, and data, which allows each site to view everything on the instructor
computer screen, and hear the audio. Audio-graphic systems are good for classes that
involve a lot of illustration, such as equations, or computer applications.
Videoconferencing can be transmitted via satellite, cable, or standard telephone lines. It
22
requires compressing the videos and use of several types of equipments.
Videoconferencing allows learners and instructors to interact face-to-face. This
videoconference/distance education classroom is also capable of connecting with other
sites across the state, the nation and the world.
Computer Conferencing allows students and instructors to interact via a
computer network. This interaction can be through e-mail messages, file transfer, chat
rooms, real audio/video, and others. With the fast progress in computer technology,
computer conferencing is taking its place in educational technology. Computer
conferencing provides a good quality, easy to use, and cost-efficient way of interaction.
Computer-Based Instruction: According to Moore (1996), Computer-Based
Instruction (CBI) refers to instructional programs that the student uses alone on a
personal computer. The program is usually provided on CD-ROM, in multimedia
format (graphics, text, sound, and video). CD-ROM-based instruction provides
effective presentations and cost-effective medium, which is mostly used for training
purposes. However, it is not commonly used in distance education programs, since it
does not provide dynamic content and the needed interaction between the learner and
the instructor.
Web-Based Conferencing: Within this instructional set-up, the internet is used
to provide face-to-face interaction between the learner and teacher. An example of
web-based conferencing is CU-SeeMe, which is probably the best-known web-based
conferencing tool. This tool is currently being used to replace or supplement the long-
23
distance phone call. Some of the advantages of web-based conferencing tools
are: (Leida, 1998)
• They are less expensive then long distance telephone conferencing since
they use the existing Internet connection.
• Usually don’t require additional equipments or additional wiring.
• Availability of video transfer and viewing via high-speed internet
connection.
However, at the current time, due to bandwidth limitations of the World Wide Web, the
educational applications for this technology are limited. With improvement in the
Internet and communication technologies and improved bandwidth, there is a promising
future for this tool.
Web-Based Instruction: With the fast growth of the Internet, and the fast
progress of communication technology, the World Wide Web is a new and promising
medium for distance learning. With the enormous number of resources available
online, and the increasing number of people who have access to the Internet, web-based
instruction is considered one of the fastest media for teaching and learning. The World
Wide Web provides a cost-effective, technology rich, and interactive medium. Many
researchers, like Shirley Alexander (1995), have discussed the relationship between the
evolution of educational technology and teaching and learning on the World Wide Web
but have not specifically mentioned web-based instruction in their publications.
However, Alexander presented a paper on the use of the Internet in learning in the
Australia Web 97 conference, and many other researchers are following her and more
papers and research in this area are being published.
24
Effects of Technology
Introduction of many tools and fast moving technology has forced faculty to
rethink their course design and determine how best to use the technology to improve
learning. To take advantage of the new technologies relevant issues need to be
investigated and many questions need to be answered. One of the questions being
asked is: What information technologies do faculty and students use in teaching and
learning? From a student perspective, the advantages associated with distance-education
courses are very personalized. A review of numerous studies on distance learning
published in the National Education Association and American Federation of Teachers
commissioned report, responses to the question “What’s the Difference?” indicates that
students select a distance-learning format for its flexibility and the luxury of not having
to commute to class. Distance learning is definitely a feasible alternative to classroom
instruction and provides increased opportunities for learning to both traditional and
nontraditional students (Cooper, 2000). Students can participate in distance courses
from any location and at any time instead of traveling to a campus on specific days.
However, to truly meet the needs of the students, distance courses may need to be even
more student centered (Graves, 2000).
To motivate faculty to develop and teach online courses, some institutions
provide faculty members with training on using Web technologies and expect the
faculty member to take full responsibility for the course development. Other
institutions have created online help centers with technology to support personnel and
curriculum designers. Some institutions also offer financial incentives to faculty
25
members to develop online courses through grants or additional salary options
(Daily, 2000).
Regardless of what combination of training and support is offered to faculty,
adapting to the new delivery format will be a challenge. Building a personal
relationship with students whom teachers may never meet in person is very difficult.
White, who teaches online facilitation techniques for a Seattle consulting group,
stressed that instructors must be willing to put in extra work to make online courses as
successful as classroom-delivered courses (Sitze, 2000). When using interactive
television, instructors reported that they felt separated from their audience, and the
students reported the presentations were similar to “talking heads”. The problem,
according to Loeding and Wynn (1999), is that the instructors did not use interactive
multimedia to create sufficient teacher-student interactions. Students at distance sites
were hesitant to ask questions or interrupt the lecture. By incorporating engaging
activities and planned interaction, the instructors were able to increase the amount of
student participation and overall satisfaction with the class.
Instructor and student communication in all distance-learning formats differs
from in classroom-based courses. In the classroom, there are multiple opportunities for
immediate two-way communication. Berger (1999) has suggested that instructors need
to make effective use of multimedia technologies at the start of a distance-learning
course to build a framework for effective communication. Her research indicated that
student anxiety levels are highest at the start of a distance-learning course. Students
were concerned that they were missing important announcements, or misunderstanding
26
the responsibilities or expectations of the course, and they contacted the
instructor to seek assurances and clarification. As a result, the volume of e-mail and
voice messages from the students may overwhelm the faculty members.
There is very limited amount of reported research on the impact of information
technology and productivity. A study conducted by Zhao, Alexander, Perreault, and
Waldman (2003) provided the statistics in this area. They conducted a study to look at
technology in distance education classes. They reported that the majority of students
(64 percent in their study) and faculty (67 percent) use e-mail; which is the heaviest
used technology. The second highest was use of lecture notes and assignments on the
Internet (63 percent of faculty and 59 percent of students). Around one third to one half
of the faculty and students indicated they used the following technologies heavily or
regularly: Internet discussion group, TV-based two-way video and audio, Internet two-
way video and audio, Internet chat group, and telephone and voice mail. On the other
hand, the technologies that were not used heavily as heavily were: TV-based one-way
video and two-way audio (89 percent of faculty and 67 percent of students), TV-based
one-way video and audio (89 percent vs. 63 percent), Internet one-way video and two-
way audio (71 percent of faculty and 51 percent of students), special computer network
(70 percent faculty and 51 percent of students), and Internet one-way video and audio
(68 percent of faculty and 55 percent of students).
The impact of information technologies on teaching and learning productivity as
perceived by faculty and students was an important question of investigation. The
majority of the faculty respondents reported that e-mail (93 percent), Internet posted
27
lecture notes and assignments (74 percent), telephone and voice mail (68
percent), and fax (51 percent) increased their productivity in teaching distance
education courses. The majority of the student respondents stated that only e-mail (81
percent) and Internet lecture notes and assignments (82 percent) enhanced their
productivity in distance learning. Between one third to one half of both faculty and
students responded that the following 10 technologies had no impact on their
productivity in distance education: (Zhao, Alexander, Perreault, & Waldman, 2003).
See Table 1:
Table 1: Technology Used
Technology Used Faculty
Response
Student
Response
Internet/Web based discussion groups 39 percent 41 percent
Internet instant chat group 35 percent 42 percent
Traditional mail correspondence 48 percent 32 percent
Videotapes/CD/DVD mailed to students 32 percent 39 percent
Special computer network 42 percent 35 percent
Internet one-way video and audio 44 percent 49 percent
Internet two-way video and audio 46 percent 49 percent
TV-based one-way video and two-way audio 43 percent 37 percent
Internet one-way video and two way audio 49 percent 50 percent
TV-based one-way video and audio 43 percent 48 percent

28
All but 17 percent of the faculty stated that traditional mail
correspondence hindered their productivity, less than 8 percent of the faculty and
students reported that the listed 15 technologies hindered their productivity in distance
education. Twenty to 63 percent of the faculty and students revealed that they had not
yet used at least 11 of the 15 technologies (Zhao, Alexander, Perreault, & Waldman,
2003). In responding to the choices made with regard to information technologies, both
faculty and students listed similar preferences. Both groups ranked the Internet two-
way video and audio technology as their top choice as faculty averaged 3.1/4.0 and
students averaged 3.5/4.0. E-mail was a close second choice as faculty averaged
3.0/4.0 and students averaged 3.0/4.0. The third choice was Internet one-way video and
two-way audio with an average of 2.6/4.0 for faculty and 2.4/4.0 for students. TV-
based two-way video and audio provoked a different response with a weighted mean of
2.6/4.0 by faculty, in contrast students rated it low with a weighted mean of 1.6/4.0.
Both faculty and students ranked the remaining 11 information technologies either as
less preferred or least preferred (Zhao, Alexander, Perreault, & Waldman, 2003).
The Research Question in this study regarding the use of technology in distance
education classes asked, “Do significant differences exist between faculty and students
in the preference of information technologies for distance-education courses?” (Zhao,
Alexander, Perreault, &Waldman, 2003). Results from surveys completed by faculty
and students who participated in this study showed that significant differences existed
between the faculty and students in their preferences of using:
1. TV-based two-way video and audio,
29
2. Internet/Web-based discussion groups, and
3. TV-based one-way video and two-way audio.
The faculty and students both selected using TV-based two-way video and two-way
audio as their first choice. The faculty’s second choice was Internet/Web-based
discussion groups, while students indicated using TV-based one-way video and two-
way audio as their second choice. The faculty reported a significantly lower preference
for using TV-based one-way video and two-way audio (Zhao, Alexander, Perreault, &
Waldman, 2003).
Another important area of research is; how is the use of information technology
impacting the design of the course delivery? Online distance education is moving from
traditional instructor-centered teaching to student-centered learning. Beaudoin in his
research suggests that the instructor role is changing to that of a facilitator and coach
who guides learners and clarifies expectations (Beaudoin, 1990). Distance education
allows instructors to customize the learning environment to meet students' learning
styles and backgrounds. This student-centered approach allows a student to determine
how fast and how in-depth to examine a subject. The instructor provides the resources,
activities, and feedback but the students learn at their own pace. Distance learning
allows the student who just needs an overview to move quickly through the information
and the student who needs more thorough coverage the opportunity to examine multiple
resources and to review the activities and readings as many times as necessary
(Appleton, 1999).
30
However, distance-education students reported that the lack of face-to-
face interactions with the professor and other students resulted in disappointment.
Faculty members also expressed frustrations with communication issues. In one study,
community college faculty found it difficult to facilitate quality online discussions and
noted a lack of student incentive to participate (White, 2000). Another drawback
mentioned was that students in a distance setting might not be able to drive to campus
during the instructor's office hours. Loeding and Wynn (1999) noted that having
opportunities to talk to the instructor is important and suggested that instructors
encourage students to use multiple means for communicating with them including the
telephone, faxes, or e-mail.
Retention and Distance Education
Retention has been indicated as one of the greatest weaknesses in online
instruction. While a large amount of literature about online instruction is available,
concrete ideas about how to retain students are lacking (O’Brien and Renner, 2002).
Synchronous distance education is defined as two or more classrooms, in different
locations, are joined in real time and run, synchronously, usually from the originating
site. Today, various forms of audio and video interactive teleconferencing technology
are used to unite originating and remote classroom sites. According to Ostendorf
(1997), this form of “emulated traditional classroom instruction” is the fastest growing
form of distant education in U.S. universities, and so it is important for us to know how
it affects learners who are involved in it.
31
Hodge-Hardin (1997) compared students’ achievement in two
mathematics courses. In this study retention was defined as the opposite of dropping
out and the results of several statewide studies comparing distant education and
classroom conditions in which the sample size was in the millions were examined.
These classes were offered in traditional and interactive television modes. This study
focused on the achievement of three groups of developmental algebra students. The
purpose of the study was to determine if there were differences in math achievement of
students taught in an ITV class setting with the instructor present (host site), students
receiving instruction via television at an off-campus location (remote site), and students
taught in a traditional classroom setting. This study also compared traditional students
and nontraditional students to see if there were differences in achievement based on age.
Finally, this study attempted to determine if students who enrolled in a developmental
algebra course taught via interactive television would consider taking another ITV
course in the future, and if they would consider taking another ITV math course in the
future. Based on the results of this study, the author provided the following
conclusions:
• Students at the distant learning site performed as well as the students in the
traditional classroom in both Introductory and Intermediate Algebra courses.
• In Introductory Algebra, traditional age students at the distant learning site had a
higher group mean on the final course grade than did students in the traditional
classroom setting.
• In Intermediate Algebra, nontraditional age students at the distant learning site
had a higher group mean on the final course grade than did students in the
traditional classroom setting.
• Students in both Introductory Algebra and Intermediate Algebra had positive
attitudes toward future participation in interactive television courses.

32
The results of this study give empirical evidence that ITV should be
considered as an adequate method of providing developmental algebra instruction
beyond the campus. (Hodge-Hardin, 1997)
In another study the retention rate of registered nurses using the Internet option
of obtaining a bachelor's degree from Wright State University College of Nursing and
Health in Dayton, Ohio was measured. In the three years of running the program the
College has maintained an excellent retention rate ranging from 85 to 93 percent.
Based on the collected data it was reported that the following factors positively
influenced retention: enhancing the comfort level of students with the technology,
creating a sensitive online faculty persona generating trust in the environment, and
addressing safety and security needs to support highly interactive experiences. These
strategies promoted the development of relationships with "classroom" colleagues and
fostered linkages necessary for students to remain connected to the learning experiences
and continue to degree completion. (O’Brien & Renner, 2002) However, results from
another study conducted at one small liberal arts university (Lynch, 2001), reported
dropout rates from Internet courses as high as 35-50 percent compared to 14 percent for
traditional classes. Yet in another research project at Lakeland Community College
studying the impact of web-based courses produced a different result. (Ryan, 2002)
Their study showed there is no significant difference in student’s achievement as
measured by overall final course grade between telecourse, web-based or lecture-based
delivery method. This research indicated that there is also no harm to the learner, as
33
measured in final course grade, by institutions using alternative instructional
delivery systems.
A meta-analysis of the comparative distance education literature between 1985
and 2002 was conducted. In total, 232 studies containing 688 independent
achievement, attitude, and retention outcomes were analyzed. This meta-analysis
represented a rigorously applied examination of the comparative literature of distance
education with regard to the variety of conditions of study features and outcomes that
are publicly available. This comparison generally concluded that classroom instruction
and distance education are comparable. However, the author of this review warned that
the wide variability present in all measures prevents any firm declarations.
Conclusion
In conclusion, among features to be considered in assessing distance learning are
the relative merits of recorded technologies for delivering and the presentation of
subject matter and the merits of teleconferencing technologies for facilitating interaction
between teachers and learners. Administrators and teachers have to consider the
benefits of relatively high cost technologies such as broadcast television and interactive
video compared with the lower costs of text, audio recording and telephone
conferencing. A mix of technologies will always produce better results than any single
technology. Getting the optimum mix requires great skill and knowledge. Ultimately it
depends more on the quality of the course design and the quality of the instruction than
on the technology itself. From the above literature review the emphasis seems to be on
the use of computer based learning environments, which accommodate a whole person
34
perspective, encourage rich and active learning, promotes emotionally sound
learning and meets the needs of learners from different groups. As designers use
computer-based learning tools and pay attention to these guidelines, they are able to
create effective use of these tools to make learning an enjoyable experience for all
students.
The fundamental questions regarding the learning effectiveness in the distance
education curriculum is not resolved. Poor retention would preclude the viability of
online learning unless strategies to increase student success are devised. Most research
in the area of retention in distance education courses is inconclusive at best. However,
many agree that students in distance education classes perform as well as students
attending traditional classrooms. Most of the literature focuses on the traditional
classroom teaching vs. distance education courses offered via the Internet or interactive
television. More high quality research as to the causes and solutions to the retention
and learning effectiveness problems in distance education are required. It is likely that
many of the students involved in these studies had little if any prior experience with
distance education, and consequently did not know what to expect from distance
education or how to engage effectively in this new form of educational experience. If
that is the case, this situation may change radically as more learning opportunities are
offered and more students participate in them. While the tested principles of pedagogy
(e.g., motivation, engagement, interactivity, evaluation, feedback) may generally apply,
their application in synchronous mediated distance education environments may require
experience and possibly even special training.
35
Implications
This study investigates the effects of using webcasting as an additional tool to
improve learning and therefore grades of students and retention in general. Providing
webcast for courses may increase the financial expenditure for the institution and may
require additional effort by faculty members. This study presents evidence for schools
and faculty in favor of providing and using Webcasting in introductory science courses.
To take advantage of this tool, educators may need to rethink their course design to
ensure students’ active participation to improve long-term learning. To take advantage
of webcast for students who live off campus, they must have access to a computer with
reliable high-speed access to the Internet. Administrator support is essential since they
need to provide funds for equipment, staff and support to include Webcasting for
courses. Students must not substitute webcast for attendance and must also be prepared
to use the webcast as an additional tool and must have access to computers with high-
speed Internet access. The results from this study will provide some answers and
clarification as to the effectiveness of using webcast and if using it is worth the effort
and cost.
36
CHAPTER 3
RESEARCH METHODOLOGY
Introduction
The purpose of this study is to determine whether there are significant
relationships between using on-demand webcast as a teaching tool with retention of
students in a science class. The study examines whether use of webcast improves
students’ grades and therefore increases retention. Further, the study examines the
percentage of students who took advantage of the availability of the webcast, and if it
caused a drop in attendance of the lecture.
Research Question
Question: Will use of delayed webcast and availability of the course lectures on
line improve students’ grades and therefore the success ratio in the Introduction to
Computer Science and Programming course?
Hypothesis: Adding the additional learning tool, delayed Webcasting, will improve
students’ grade and retention. Delayed Webcasting is identified as the independent
variable. The dependent variable is the semester grade and is the used as measurement
for success.
Methodology
Research Population
This study is designed to investigate the effectiveness of using delayed webcast
on line for a first year college science classes, a first year computer fundamentals and
programming class was used as a sample. The study was conducted over three
37
semesters and the results of successful completion of the course were
compared to three semesters where webcast was not available. The population for this
experiment consisted of mostly first and second year students enrolled at a prestigious
research university on the west coast. The breakdown of this population was 15 percent
non-engineering majors, 20 percent computer Science and Computer Science/Computer
Engineering majors, and 65 percent students were other engineering fields.
Approximately seventy five percent of the students were men.
Research Design
This study was quasi-experimental. Subjects were not randomly chosen in that
only those students enrolled in a selected course served as participants. To test the
hypotheses, a traditional on-campus course in computer programming that was offered
over the period of six semesters was used. All aspects of the course were kept the same
for both groups, but the experimental group had access to a new tool, delayed webcast
on the Internet. The assigned grades were used to determine if significant differences
exist in the success ratio of one group compared to the other.
Because there is one independent variable and one dependent variable, it is
correct to define this investigation in terms of a mean comparison using an independent
samples t-test. Identifying previous computer experience through a self-assessment
survey instrument was used to investigate the level of computer literacy and computer
use among the test group. Although general questions about participants were included
on a survey instrument, it was not the primary purpose of this study to examine the
descriptive data. The study employed both surveys and other data collected to determine
38
the results of the research question posed. Quantitative data were gathered
from the final course grade for each student during the six semesters used for this study.
Surveys were used to collect additional data to verify similarities between students’
abilities regarding computer use and experience, also a second survey at the end of the
semester was used to determine the level of use and effectiveness of webcast and grade
expectation by students.
Instrumentation
Two survey instruments were used, one at the beginning of the semester and one
at the end. At the beginning of each semester, a survey instrument to measure prior
computer experience was given to students enrolled in all sections of the course. A
modified version of a survey that was used by Ayersman and Reed (1996) and
Fitzgerald, Hardin and Hollingsead (1997) was used for this study to conduct self-
assessment investigation. In these studies, the background information on participants’
computer skill and competency was used for group comparison; however no reliability
coefficient was calculated. This survey was also given to students previously enrolled
in traditional on-campus educational computing courses in an effort to determine the
appropriate level of instruction. In most cases, the self-rating by students accurately
reflected the level of proficiency for the defined areas.
The survey consisted of statements in which respondents rated their prior
computer experience using a ranking scale of 0 to 9; no knowledge is indicated by 0 to
9 expert or extremely knowledgeable. Eight areas of computer use such as operating
systems, editors, programming languages, and prior programming experience were self-
39
assessed. Participants were asked to evaluate their computer experience in
general and in specific areas. This survey was administered during the first day of
course work to students in all sections of the course. Included on the survey instrument
were questions related to demographics such as gender and major in school.
The second survey was designed to determine the student evaluation and
satisfaction with the use of delayed webcast. This survey was administered at the end
of each semester and students were asked to assess the effectiveness of the webcasting.
The survey contained questions about the use of the webcast and its usefulness
compared to other tools available such as TA/instructor office hours, study with friends,
and tutorial services. Other questions dealt with difficulties that hindered their effort in
achieving success. Included on the survey instrument were questions on gender, major,
ethnicity, and expected grade in the class. This survey was administered on the last day
of class after completion of all the lectures and course materials and the only thing left
to do was the final exam. The responses from second survey were used for descriptive
statistics only.
To determine a quantitative score for achievement, a letter grade from A to F
was assigned to each student based on the scores on several exams, eight small
programming assignments, two large programming assignments, several pop quizzes,
and lab participation. A complete syllabus of the course with details on letter grades is
included as Appendix A. Since achievement was based on the letter grade for the
course, no other active participation (i.e., completion of surveys) was required. Prior
40
Computer and programming Knowledge survey is included as Appendix B
and the Effects of Webcast survey is included as Appendix C.
Data Analysis
This study used both descriptive and inferential statistics to investigate the
existence and extent of relationships among selected variables. To determine the
relationship between the student success and use of webcast, the independent sample t-
test was used. The use of webcast was the independent variable and student success
was the dependent variable. Descriptive statistics including frequencies, means, and
standard deviations for some of the scales were generated using the statistical software
package SPSS.
In statistics, a result is significant if it is unlikely to have occurred by chance. If
the independent variable, the test condition, being examined has no effect then, the
presumed null hypothesis is true. Statistically, with a large enough number of subjects
being sampled, a trivial difference can still be described as “significant.” According to
Barker and Yu-Fang (2002) statistical significance is a probability level generated as a
byproduct of the statistical analytic process. It is computed after a study is completed
and the relevant data are collected. It is used to estimate the probability that the study’s
obtained difference or relationship happened by chance alone. Based in large part upon
Sir Ronald Fisher’s (1935) recommendations, this probability level is often interpreted
as an absolute standard. To support the hypothesis the test of significance may use an
alpha level of 0.05 or below. On the other hand if is the probability of chance is at 0.06
41
or above, then statistical significance is not obtained and the research
hypothesis is not supported.
The t-test for independent samples is used to ascertain how likely an observed
mean difference between two groups would occur by chance alone. The groups may be
experimental conditions to which subjects have been randomly assigned, a naturally
occurring dichotomy, or a binary comparison of any sort as long as the two groups are
not made up of the same or matched subjects. The independent samples t-test is used
when:
1) There is a single, dichotomous independent variable (e.g., two discrete groups)
2) The dependent variable is continuous in nature,
3) The hypothesis to be tested is expressed in terms of a mean difference,
4) The subjects or observations contained in the two groups are independent of
one another.
The study concentrated on the finding the relationship between availability of
delayed webcast and success of students in the studied courses. Since the data collected
satisfied the requirements of the t-test, independent sample t-test was used to determine
if the result will support the hypothesis that availability of delayed webcast will
improve the student success ratio. The two groups used were, three semesters of
historical data about students’ grade who took the class when webcast was not available
and the group that had access to webcast during the three semester long experiment.
The grades of the groups were compared to determine the validity of the hypothesis.
42
CHAPTER IV
RESULTS
Introduction
In this chapter, the outcomes are analyzed as they relate to the research question
presented in Chapter One. The research hypothesis predicted that use of webcast would
improve successful completion of the course by students. The data collected were
evaluated using independent samples t-test to determine whether or not they would
support the hypothesis. Data were collected using two surveys and historical data
(grades) from previous semesters and the semesters used for this study. The results
from the surveys were used to better explain and understand the participants of the
study. The grades from three semesters of the course where the webcast was not
available were compared against three semesters with webcast to determine if there was
a statistically significant difference between the two groups.
Reliability and Validity
Final grades for all the sections were calculated using the same method and the
same point distribution, as well as the same policies for both groups. The same number
of tests and assignments with the same level of difficulty and format were given to both
groups. The course format with the exception of adding webcast availability was the
same. The same instructor taught all sections for both groups. However, one must
remember with each passing semester students and the world in general was becoming
more technologically knowledgeable.
43
Summary of Observed Variables: Students

Participants in this study were full time students (N = 913) at a prestigious
research university on the west coast of the United States, studying in various
engineering fields. (See Figure 2-following page):

44
Major at School
29
55
16
0
10
20
30
40
50
60
Major
Percentage of Students
Computer Science Engineering Others

Figure 2 Break Down of Students’ Majors

45

Two demographic, categorical variables; gender, and ethnicity in the webcast group
were also examined to show the make up of the group. (See figures 3 and 4) The make
up of the no webcast group was very similar to the controlled group in all categories.

Ethnicity Break down
7
46
5
39
0
3
0
5
10
15
20
25
30
35
40
45
50
Ethnicity
Percentage
Hispanic Caucasian African American
Asian Native American Others

Figure 3 Break Down of Students’ Ethnicity

46

Gender Break Down
71
29
0
10
20
30
40
50
60
70
80
Gender
Percentage of Students
Male Female

Figure 4 Break Down of Students’ Gender

Summary of Observed Variables: Availability of Webcast

Availability of webcast was the independent variable in this study. Delayed
webcast is defined as the possibility of viewing the lecture on line using the Internet at a
later time. This option was available to the students during three semesters; spring
2004, fall 2004, and spring 2005 in the experimental group. Webcast is an efficient tool
47
available to deliver the lecture to the learner in distance education classes.
The technical definition of a Webcast is the transmission of live or pre-recorded audio
and/or video to computers that are connected to the Internet. There are several more
contemporary definitions that define webcast as the delivery of audio, video or both of
these content formats to large groups either locally or distributed (Boettcher & Nardick
2001). Regardless of the definition most people agree Webcast is providing sound or
video over the Internet or any other network and making it available as a live, real-time
recording or providing the recorded material for download later. The difference is
whether one experiences the webcast live or downloading it later and view it as delayed
webcast.
Many students on their exit survey positively reported that having the delayed
webcast was very useful and a majority of the students (60 percent) recommended it
compared to less than 5percent who would not recommend using the webcast. Students
evaluated use of the webcast as an effective and useful tool in their learning.
Approximately 60 percent of the students reported that they used the delayed webcast
around 1 hour per week, around 25percent of students spent 2 hours a week to review
the lectures and the rest spent as many as 4 hours a week using webcast. (See Figure 5)
48
Percentage of Students Reviewing Online Lectures vs. Number
of Hours
0
10
20
30
40
50
60
70
0-1 1-2 2-3 3-4 >4
Number of Hours
Percentage of S tudents

Figure 5 Break Down of Students’ Use of Webcast

Summary of Observed Variables: Final Grade for the Course

The final grade for the course was the dependent variable in this study and was
used to measure the level of success of the students registered in the course. The grade
for each student was calculated using several methods of assessment. Three
examinations were administered during the semester in 4 week intervals and these
counted as 40 percent, a final examination was worth 15 percent, several pop quizzes
were worth 8 percent, eight programming assignments were worth 16 percent, two
49
course projects were worth 14 percent, and lab attendance and in lab home
works were worth 7 percent of the total course grade.
Inferential statistics refer to the use of current information regarding a sample of
subjects in order to (1) make assumptions about the population at large and/or (2) make
predictions about what might happen in the future. A t-test is perhaps the most simple
of the inferential statistics. The purpose of this test is to determine if a difference exists
between the means of two groups. To determine if there is a significant importance
attached to the independent variable the t-test was used by comparing the assigned
values of each group to each other. To compare these groups, the t-test statistical
formula includes the means, standard deviations, and number of subjects for each
group. Many statistical packages such as SPSS can help perform the calculation and
provide the results for the study. SPSS was used for all statistical analysis used in this
dissertation.
Independent Samples Test
Research Question: Will use of delayed webcast of the course lectures improve
students’ grades and therefore the retention in the Introduction to Computer Science and
Programming course?
An independent sample t-test was performed to determine if webcast improved
student success. As a result of the t-test, t-value of 1.89 and significance of 0.850 was
found. The results showed no significant difference in the students’ success ratio. (See
Tables 2 and 3)
50
T-Test
Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
95percent
Confidence
Interval of the
Difference
Lower Upper
Numeric
grade value.
Equal
variances
assumed
.534 .465 -.189 911 .850 -.16844 .13885
Equal
variances not
assumed
-.190 837.991 .850 -.16791 .13832
Did the
student pass
the class
successfully?
(1,0)
Equal
variances
assumed .003 .956 .027 911 .978 -.050 .051
Equal
variances not
assumed
.027 828.114 .978 -.050 .051
Table 2

Descriptive Statistics
Group Statistics

Was webcast
available?(1,0) N Mean Std. Deviation
Numeric grade value. Webcast available
385 2.8810 1.15286
Webcast not available
528 2.8958 1.17918
Did the student pass the
class successfully?(1,0)
Webcast available
385 .82 .384
Webcast not available
528 .82 .384
Table 3

51
Individual grade comparison did not show a significant difference
between the two groups, there was some improvement for students who received B+ or
B- in the webcast group. (See Figure 6) In addition, mean and standard deviation for
both groups were almost identical. Although the evidence indicates that use of webcast
in the course did not improve student success, but it did not affect students negatively.
Continued research is needed in other areas such as student satisfaction. A further
analysis of the surveys conducted each semester showed many students took advantage
of the archived lectures and used them to review the material, but it was limited to about
1 hour a week. Students taking the section with access to webcast who received B+ or
B- had a slight edge over the other group. On the other hand B and F students in the
group with no access to webcast had a slight edge. All other grades were virtually even.
(See Figure 6)
Break Down of Students’ Grades
52
Grade Comparison of The Groups
0
5
10
15
20
25
30
A A- B+ B B- C+ C C- D+ D D- F W
Assigned Grade
Percentage of Students
Webcast Group No Webcast Group

Figure 6: Grade Comparison
A point of concern was student attendance if they had a choice of watching the
lecture later at home on the Internet verses attending live lecture. An analysis of the
survey data showed that having the webcast did not affect student attendance, 72
percent of students said it had very little or no effect on their attendance. (See Figure 7)

53
Percentage of Students vs.
Effect of Webcast on Lecture Attendance
0
17
55
1
0
10
20
30
40
50
60
Quite a Bit A Little It had no Effect Other
Missing Lecture
Percentage of Students

Figure 7: Break Down of Students’ Attendance
To measure the level of satisfaction with the webcast, a question was asked on the
survey if they would recommend the use of the webcast to their friends. Majority of the
students (60 percent) said they would definitely or probably they would recommend it
54
and only a small group (4 percent) said they would not and about 10percent
had no opinion. (See Figure 8)

Percentage of Students Recommending Use of Webcast
0
5
10
15
20
25
30
35
40
Definitely Probably Probably Not Definitely Not No Opinion
Percentage of Students

Figure 8: Break Down of Students’ Recommending Use of Webcast
Grades were distributed very closely between male and female students. Grade
distribution showed a slightly higher percentage of male students getting A, A-, and B+
and female students had a higher percent of B, C+, and C grades. (See Figure 9)

55
Male vs. Female Grade Distribution
0
5
10
15
20
25
30
35
A A- B+B B- C+C C- D+D D- F
Grades
Percent of Students within Gender
Male
Female

Figure 9: Male vs. Female Grade Distribution

56
CHAPTER V
SUMMARY
Introduction
The fast advance of electronic technologies, especially in the computer field,
and access to the Internet has brought a large number of advance modes of delivery of
material to students. The fast pace of development in electronic technologies,
particularly with regard to computers and the Internet, has enabled the delivery of
information to students.) Computers today have more memory, faster computing speed,
lower cost, and are more user friendly than before. However, making the latest
technology available has economic consequences for many schools with shrinking
budgets. It is very helpful to know if a particular technology will improve our ability to
teach and will enable students to learn better. The main question that remains to be
answered is will the use of new technology improve the process of teaching and
learning? There is a need to do more research on the usefulness of technology and
these new tools to provide administrators and teaching faculty with some answers.
The Purpose of the Study
The purpose of this study was to determine the effectiveness of using a delayed
webcast in the successful completion of a science course by students in an Introduction
to Computer and Programming class. The study examined the effectiveness of the
delayed Webcast in improving students’ grade, by comparing grades of the 2 groups
consisting of 911 students registered for the course during the period of this study. A
sample t-test was used to examine the relationship between grades and the use of the
57
webcast. In addition the web cast groups were asked to complete a survey
and the results were analyzed to uncover any inverse effects due to the use of webcast.
Summary of Findings
Hypothesis: Adding an additional learning tool such as a delayed Webcast will
improve students’ grade and will improve retention of students enrolled in school of
engineering.
An independent sample t-test was performed to determine whether or not the
hypothesis is correct. The results showed no significant difference in the students’
success ratio, but it did not affect it negatively either. The success ratio for both groups
was virtually the same; however it showed that students were not negatively impacted.
Discussion
The data that was gathered from the results of questionnaires, course grade, test
scores, students’ comments and observation indicated several advantages to the added
webcast component that support its effectiveness, the most important ones being
collaborative learning, expanded learning opportunities, and convenience. However,
due to lack of data from the no webcast group, who did not respond to the surveys, it
was not possible to run statistical analysis to provide proof. Analytical results did not
show a significant difference in the success ratio of the two groups, therefore harm from
the Internet version.
Wegner, Holloway, and Wegner (1999) conducted a similar study evaluating the
performance of students enrolled in the spring and fall terms of a curriculum design and
evaluation course. In their study, the population was broken up into two groups:
58
traditional and internet-based distance learning groups. In this study,
everyone was given access to a delayed webcast and their grades were compared to the
grades from previous semesters where webcast was not available, while all other factors
were kept the same. Wegner’s (1999) study compared traditional classroom delivery
vs. distance learning using internet-based delivery, but this study evaluated the effect of
adding delayed webcast on the students’ grade. In the Wegner (1999) study, an
identical 100-point exam during the fifteenth week and course evaluations at the end of
the semester were the instruments used to compare the two groups. The exam
contained objective, short-answer, and essay questions. The mean score showed less
than a two-point difference between the two groups. In this experiment several exams
and assignments were used to provide a more accurate way of measuring students’
success, and the results were very similar and there was not a statistically significant
difference in the success ratio of the two groups.
On the course evaluation forms of Wagener’s study, the internet-based distance-
learning group consistently gave higher ratings for all questions concerning
instructional delivery. Wegner, Holloway, and Wegner (1999) reported that 80 percent
of the evaluation questions relating to learning opportunities and instructional delivery
received higher ratings from the experimental group. In this study, on the exit survey,
use of webcast was evaluated as being very useful and a majority of the students (60
percent) recommended it as compared to less than 5 percent who did not recommend
using it. In Wegner’s (1999) experiment the control group made negative comments
regarding room conditions, assignments and tests, and the time limit required to take the
59
tests. The positive comments mostly praised the instructor's knowledge. The
results of the exit survey and comments on the course evaluation from this study were
very similar to their reported results. In addition, many students had positive comments
about the availability of the webcast. In their study the experimental group’s main
concern was lack of contact with the instructor. This was not a concern in this
experiment since the students had traditional lectures in addition to the same material
being available through the delayed webcast. The experimental group in their study
commented positively on four areas: performance orientation, technology, group skills,
and convenience. Seventy-one percent stated that the performance-based nature was the
biggest positive of the internet-based distance-learning course (Wegner, Holloway, &
Wegner 1999).
In another study Schutte (1996) studied students in a sociology class, dividing
33 students into two groups using a systematic random sampling of the enrollment
sheets. On the first day of class, both groups were asked to fill out a pretest
questionnaire. Both the traditional and internet-based learning students were evaluated
by their midterm and final exams and a post-test questionnaire. However, Schutte states
that students in the internet-based distance-learning course scored an average of 20
points higher on both the midterm and final exams. In this study I was not able to
produce this level of improvement; on the contrary the results were almost identical for
both groups.
Internet-based distance learning offers advantages such as convenient access,
flexibility, equal student participation potential, student/instructor collaboration, and
60
active learning opportunities (Bennett, 2001; Boettcher, 2001; Hiltz, 1998;
Phipps & Merisotis, 2000). Bennett (2001) explains that internet-based distance
learning offers instructors the choice of time and place from which they will teach their
course, which gives them more flexibility as well.
This enables both students and instructors to work in a more casual, relaxed
environment. Also, with internet-based distance learning, students are more apt to ask
questions than they would in a traditional classroom. Bennett (2001) indicates that one
of the major strengths of internet-based distance learning is the collaboration between
the instructor and students. Bulletin boards, chat rooms, electronic mail, and white
boards all force students to communicate with their instructor and each other. The
result of this study also agrees with his conclusion, that many students took advantage
of email and asked questions about archived lectures.
Recommendations
To the extent that these findings can be generalized to other courses, there are
clear implications such as cost and faculty’s willingness to consider using such a tool.
Since there was no conclusive proof that the webcast improved successful completion
of the course, it will require additional studies to investigate other factors such as
students’ satisfaction, long-term retention, and more effective use of webcast by
students. One of the disappointing results was the high percentage of students who
spend less than 1 hour a week to watch the webcast, it could have affected the results.
For future studies maybe it should be required that students watch the webcast for a
percentage of their grade. The choices given for some of the questions on the survey
61
need to be modified to provide additional choices for participants so the
answers can be measured with more precision. Students in other science courses could
benefit from the use of webcast and a pilot study will be useful to measure its
effectiveness.

62
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69

Appendix A
Syllabus
CSci101L
Fundamentals of Computer Programming, 3 Units

Web Site: www-scf.usc.edu/~csci101
Blackboard: totale.usc.edu
Office Hours: Monday, Wednesday 12:45 to 1:45 pm.
Tuesday, Thursday 2 pm – 3 pm
or By Appointment

Required Text: Computer Science, A Structured Programming Approach Using C
Author: Behrouz A. Forouzan / Richard F. Gilberg
Publisher: Brooks/Cole Thomas learning

CSCI101L is a requirement for the following Engineering majors:
CECS Computer Engineering and Computer Science
CSci Computer Science
BME Biomedical Engineering
ISE Industrial and System Engineering
CHE Chemical Engineering
ENVE Environmental Engineering
EE Electrical Engineering

You must be registered in one of the following lab sections:
LAB SECTION TIME DAY LOCATION
29902D 08:00-09:50 T SAL126
29903R 08:00-09:50 W SAL126
29904R 10:00-11:50 Th SAL127
29905R 12:00-01:50pm W SAL126
29907R 02:00-03:50pm F SAL126
29906R 03:30-05:20pm Th SAL126

70
All cell phones must be turned off during the lecture
and lab.

Week Subject Reading Assignment *

1, 2 Introduction to Computers and Design of Programs Read Ch. 1, 2
Using Algorithm Introduction to UNIX System and
EMACS, Designing Solutions to Computer Solvable
Problems Program Development Phases: Analysis
Design of Solution, Conversion of the Solution to
Debugging, and Executing. Data Types: Integer,
Introduction to a Simple 'C' Program,
Simple Input/Output: scanf, printf

3, 4 Using Functions to Design for Large Programs, Read Ch. 2, 3, 4
Issues Related to the Design of Programs Using
Functions in C: System/predefined, User defined,
Passing Addresses, Expression evaluation,
Macros with Parameters

5, 6 Designing Solution with Conditions Read Ch. 5
Conditional Statements in ‘C’: If Statements,
Switch Statement, Conditional operator, Introduction
to Debugging Techniques and Software

7 Designing Solutions Using Loops Read Ch. 6,
Iterative Statements in ‘C’: While, Do-While, For

8, 9 Design Process for large amount of Data, Read Ch. 7
Issues to Consider, Text Files

10, 11 Arrays in ‘C’: One dimension, and Multidimensional Read Ch. 8

Design Solution Using Memory Addresses, Pointers in ‘C’
Design Issues in Dealing with pointers Read Ch. 9

11, 12 More on Arrays, Strings Read Ch. 10

12, 13 Designing Data Holders: Records & Test 3 Read Ch. 11, 12

14 Binary Files Read Ch. 13
71

15 Review for Final

* All readings are from: Computer Science, A Structured Programming Approach Using C
** Location and exact dates for the exams will be posted on the class web site and
Blackboard.

Exam Schedule:
Location and exact dates for the exams will be posted on the class web
site and Blackboard. Make up for exams and quizzes are not allowed,
if you have a problem contact the instructor in advance for special
arrangements.

Assignments and Assessments:
The course grade will be based on the proportion of total possible points earned on
exams, homework, quizzes, and programming assignments.
Form of Evaluation Proportion
------------------------------ --------------
8 Short Programs 16%
2 Programming projects 14%
3 Midterm exams 40%
Final Exam 15%
Lab Activities 8%
Pop quizzes 7%

At the end of the semester, you will have a score out of 100 percent. This score will be
used in a class curve to arrive at a letter grade. I guarantee that >= 90 will be some kind
of A(A- or A), >= 80 will at least be some kind of B (B-,B,B+), >= 70 will at least be
some kind of C (C-,C,C+), and that >=60 will be at least some kind of D (D-,D, D+).

Academic dishonesty includes (but not limited to) the following:
1. Giving or receiving information during an exam.
2. Unauthorized or malicious use of computing facilities.
3. Deception or misrepresentation in a student's dealing with the instructor,
teaching assistant, or grader.
4. Inappropriate collaboration on or coping of homework assignments.
Students are encouraged to discuss the readings with one another, even when the
discussion relates to assignments. As log as the purpose of discussion is to help the
student's understanding of the material, and not to reduce or share the work, such
discussion will not be deemed inappropriate.
5. Plagiarism, the submission of material authored by another person but
represented as the students own work. It does not matter whether the original work
author gave permission.
72
6. Any violation of academic integrity standards described in the
student conduct code. Students are expected to be familiar with these standards.

The instructor, teaching assistant, and grader will make every attempt to detect cases of
academic dishonesty.
73
Appendix B
Prior Computer and Programming knowledge Survey
The purpose of this survey is to assess your prior use of computers and programming
knowledge. Your responses will help to evaluate the usefulness of providing lectures
on line (web casting). All responses will remain confidential and anonymous.
Rank your knowledge, skill or expertise level by circling a number ranging from 0 to 9
based on the following description:
0 = Know nothing about 5 = Some knowledge 9 = Expert
1) My general experience with computers is
0 1 2 3 4 5 6 7 8 9
2) My experience with UNIX operating system is
0 1 2
3) My experience with PC (windows based) is
0 1 2 3 4 5 6 7 8 9
4) My experience with Apple (Macintosh) computers is
0 1 2 3 4 5 6 7 8 9
5) My experience with text processing software (Emacs, vi, ...)on UNIX is
0 1 2 3 4 5 6 7 8 9
6) My experience with C language is?
0 1 2 3 4 5 6 7 8 9
7) My experience with C++ and Java
0 1 2 3 4 5 6 7 8 9
74
8) My experience with other programming languages (Basic, Visual Basic,
Java script) is 0 1 2 3 4 5 6 7 8 9
******************************************************************
9) Gender Male Female
10) Major Computer science/Computer Engineering
Other engineering fields (EE, ME,…)
Other
75
Appendix C
Effects of Webcast Survey
The purpose of this survey is to assess your experience using webcast for this class.
Your responses will help to evaluate the usefulness of providing lectures on line (web
casting). All responses will remain confidential and anonymous.
Rank your experience by circling a number ranging from 0 to 9 based on the following
description:
0 = Not at all helpful 5 = Somewhat helpful 9 = Very
helpful

1) As compared to similar courses, how helpful to your ability to learn the material
was having lectures available for later viewing?
0 1 2 3 4 5 6 7 8 9
2) Rate the following factors, on your ability to learn the material
Classroom Attendance
0 1 2 3 4 5 6 7 8 9
Teacher-student interaction
0 1 2 3 4 5 6 7 8 9
3) Please indicate how helpful you found each of the following resources.
Archived (taped) lectures
0 1 2 3 4 5 6 7 8 9
Instructor office hours
0 1 2 3 4 5 6 7 8 9
TA/LA office hours
0 1 2 3 4 5 6 7 8 9
Studying with classmates
0 1 2 3 4 5 6 7 8 9
4) Rate the following factors that hindered your ability to learn the material
Rank your experience by circling a number ranging from 0 to 9 based on the following
description:
0 = No problems 5 = Moderate Problems 9 = Very Large Problem

I) Computer availability
0 1 2 3 4 5 6 7 8 9
II) Internet Access
0 1 2 3 4 5 6 7 8 9
III) Availability of High Speed Access to the Internet
0 1 2 3 4 5 6 7 8 9

For the following questions, please fill in the blank.
5) On average, how many hours per week did you spend reviewing lectures posted
on line? _________
76

6) On average, how many hours per week did you spend studying for this class?
__________

7) On average, how many lectures of this course did you attend each week?
_______

8) What is your age? __________

For the following questions, please circle the right response.
9) Please indicate how often you used each of the following resources for this
course.

I. Archived (taped) lectures
Once every other week Once a week 2-3 times a week
II. Instructor office hours
Once every other week Once a week 2-3 times a week
III. TA office hours
Once every other week Once a week 2-3 times a week
IV. Tutoring Services
Once every other week Once a week 2-3 times a week
V. Studying with classmates
Once every other week Once a week 2-3 times a week

10) Based on this experience, would you recommend webcast courses to other
students?
Definitely Probably Probably not Definitely not
11) Did having lectures available for later viewing cause your attendance in
lectures to be reduced?
Quite a bit A little It had no effect Other:
12) What grade do you expect to get for this class?
A A- B+ B B- C+ C C- D+ D D- F
13) Gender Male Female
14) Major Computer science/Computer Engineering
Other engineering fields (EE, ME, …)
Other
15) Ethnicity: Hispanic / Latino
White / Caucasian
Black / African American
Asian / Pacific Islander
Native American
Other ____________

Abstract (if available)

Abstract This study investigates if providing delayed webcast of college lectures would improve the retention of students enrolled in an introductory computer science class over a span of six semesters. The population for this study was undergraduate engineering students enrolled in the same course at a major research university in a western state in six different semesters. The same instructor taught all sections of the course, the same textbook and software were used, and the number of lab/teaching assistants were also exactly the same. Assignments and exams were changed but were kept at the same level of difficulty. Some students were enrolled in the courses where webcasting was not utilized as a tool, while others took the same course where delayed webcasting was used.

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Asset Metadata

Creator Ghyam, Massoud (author)

Core Title Learning effectiveness: a comparitive study to measure effectiveness of webcasting in success of students in an introductory computer science class

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/27/2007

Defense Date 11/20/2006

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,retention,use of technology

Language English

Advisor Hagedorn, Linda Serra (committee chair), Picus, Lawrence O. (committee member), Sundt, Melora A. (committee member)

Creator Email mghyam@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m329

Unique identifier UC1107080

Identifier etd-Ghyam-20070327 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-322449 (legacy record id),usctheses-m329 (legacy record id)

Legacy Identifier etd-Ghyam-20070327.pdf

Dmrecord 322449

Document Type Dissertation

Rights Ghyam, Massoud

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu