Figure 1: Opening Page of Multimedia One FLS
Vicki Jones, School of Information Technology, Griffith University Gold Coast, Qld, Australia. v.jones@mailbox.gu.edu.au
Jun H. Jo, School of Information Technology, Griffith University Gold Coast, Qld, Australia. j.jo@mailbox.gu.edu.au
Greg Cranitch, School of Information Technology, Griffith University Gold Coast, Qld, Australia. g.cranitch@mailbox.gu.edu.au
This paper will discuss the use of a Flexible Learning System (FLS) within a first-year university Multimedia course at Griffith University. The FLS was designed for delivery via the Internet. A survey was conducted to determine the acceptance and satisfaction level of the new subject delivery method. This paper will report on the results of evaluation as well as discuss the technical and educational issues found during preparation and implementation.
In recent years, there has been a growing need for Australia's tertiary education system to accommodate increased levels of student enrolment. With the limited financial resources available to these institutions, this challenge has necessitated a paradigm shift in the way academics and educators view and approach curriculum delivery. Integrating today's educational technology with Internet resources can provide the means to reach a larger audience and allow flexibility of time, place and individual approach. Nunan (1996) suggests that flexible learning not only increases learner control but also gives universities the competitive edge needed in today's educational marketplace.
Another transition within the tertiary education system in Australia is that students tend to see themselves as "consumers" of education. In order to attract new enrolments universities need to become more competitive. With the rapid globaliszation of education through the Internet and World Wide Web (WWW), academics need to explore and adapt the techniques and conventions of online teaching and learning (Corderoy and Lefoe, 1997). The Internet is an ideal vehicle for delivery of course material and providing students with flexibility, reliability and freedom of choice.
With the increased flexibility of online technology, organisations can adjust to current markets. Rather than attempt to drive market trends, universities can adapt to the growing needs of the student population, making their educational programs more attractive. Integrating online educational technology into tertiary education has the potential to empower both the students and the universities. At a time when virtual universities are on the increase (Hutchison, 1995)the use of flexible modes of delivery for in-house education can ensure that institutions adapt to the changing needs of students while still preserving the status of a physical university. While increasing educational access to a larger audience and maintaining a student-centred approach, the Internet is the ideal medium and can provide a valuable learning environment (Greening, 1998).
This paper will look at the implementation of a subject in FLS mode. It will review and analyse the surveys and outcomes, and conclude with discussions and suggestions.
The Internet and WWW continue to influence on our everyday lives. By embracing the current Internet technology and putting it to practical use, tertiary institutions can maintain effective, current and high quality education. As proficiency in computer-based multimedia is an important skill, both in the workforce and in everyday life, there is particular relevance to university students who are inclined to use the Internet on a fairly regular basis, often for research and communication. Students undertaking multimedia and computer related degrees tend to maintain a higher level of computer and Internet use by mere significance to their chosen field. According to Pitman, Gosper and Rich (1999) who adapted an Internet-based teaching system at Macquarie University, the potential advantages include flexibility of time and place, the capacity to provide resources to suit students' individual learning styles, and an efficient communication system for both students and educators.
Sims and Melville (1999) of the School of Multimedia & Information Technology, Southern Cross University, quote their reasons for moving towards on-line delivery of multimedia as:
The study conducted at Griffith University involved the Multimedia I course, offered through the Bachelor of Multimedia, and is designed to teach the basics of both Internet and multimedia authoring. Due to the popularity of the subject and the fact that Griffith University has a large student intake from overseas, this course has consistently large enrolments. A total of 150 students were enrolled in this subject in 1999. Students learn basic multimedia production including HTML, the use of Web design software, Web and multimedia design theory, basic Macromedia Director, Shockwave and the theory of design, colour, graphics, text and sound production. The hands-on side of the course involves the use of computers in the multimedia lab. These computers are equipped with all the necessary hardware and software required for practical multimedia production. In previous years parts of the course, such as lecture notes, were available for access through the university intranet. In 1998 an Internet presence was introduced with tutorial notes and exercises available both on the Web and on the university server.
During second semester 1999, a FLS was introduced. This meant that the Internet presence introduced in 1998 was extended to include lecture presentations as part of a functional and informative "Multimedia I" web site. The web site was designed to provide the students easy access to essential course information. Part of the process consisted of replacing the traditional lectures with online lecture presentations, which prior to this semester were taught through traditional methods. This covered a period of seven weeks within the semester, with "same time/same place" traditional lectures being conducted for the remaining seven weeks, thus allowing the students to experience both traditional-style and online lectures.
The FLS was designed as a web site and incorporated a number of web-based multimedia technologies. These included Shockwave, Flash movies, QuickTime and Real Video for streaming movieand sound files. The web site consisted of an Introduction page (see Figure 1) and seven menu:
Figure 1: Opening Page of Multimedia One FLS
Lectures were presented in a number of ways: slide shows, RealTime videos, sound, animation, and downloadable files. Synchronised voice-over and demo movies in QuickTime and Real Video were also used. It is well known that students assimilate knowledge in different ways. Students could choose to:
By utilising these alternative delivery methods within the main FLS it was intended to accommodate and cater for the varying learning styles and needs of students. In preparing the lessons, the theory of constructivism was used as a guide. The key concept of constructivism is intrinsic motivation where learning involves personal discovery, and teaching strategies need to provide for active self-management (Jones, 1998). The emphasis is on the learner, who takes responsibility for his/her own learning, with the learning environment provided by the educator. It is up to the students to participate in the online environment, much as it is the students' responsibility to attend lectures in traditional delivery.
The guidelines include setting clear objectives, ease of access to information, visual and verbal presentation and prompts, and reinforcement by allowing students access to feedback online and communication/interaction with other students via an online forum.
Lecture Notes
Figure 2 represents the opening screen for the Lecture notes. The user
must select the week number of the required lecture and a brief description
of the lecture is displayed. Originally the lectures were presented using
Macromedia Shockwave, which works well on an intranet but presents problems
when used on home computer systems, slow modems and at low bandwidth. To
counteract this the system was redesigned using JavaScript.
Figure 2: Lecture Start Page
The lecture board consists of two adjoining boxes (see Figure 3). The left side displays the lecture slides. Sounds and voice-overs are synchronised with the slides using RealTime producer. The right side displays images, figures and animation corresponding to the slides. RealTime movies are then played in a pop up window. Students are also able to choose and directly access the lecture titles and slide numbers at random. At the end of each lecture, a summary slide is displayed in order to help students review what they have learnt.
Figure 3: Web page with "Lecture Board"
Also included in the menu are:
Tutorial Lessons
Again the student chooses the week required and is guided step-by-step
through the lesson.
Forum
This consists of several discussion groups. The students can choose
what they wish to make comments on and post their ideas to the on-line
forum. Ideas are shared and discussed.
E-mail
On selecting the E-mail option an e-mail writing board is displayed
which includes sender, receiver, subject and message box.. However, the
students may only contact staff involved in the course through this method.
FAQ
A list of hyperlinked categories is displayed for the student to choose
from.
Help
Basic information on the use of the FLS is provided here. Also included
is information about the developers of the system. Figure 4 shows an example
page taken from the HELP feature.
Figure 4: FLS Help screen
Download
This screen provides the means to download lecture and tutorial notes
(see Figure 5).
Other technical issues
Three file server programs were used:
All these server systems are freeware and free to download from the Internet. The performance of all the software was found to be reliable and of excellent quality.
Figure 5: Download Screen
Two methods of evaluation were used: formative and summative. A qualitative, formative evaluation was used when the FLS was first introduced to a small group of students. The purpose of this evaluation was to identify any problems or omissions and detect any error-prone areas in the FLS, thus allowing the opportunity to amend or adjust the system before it putting it into full use.
For the initial student survey a random group of students were asked to participate in testing the new system (FLS). The test was conducted during a routine tutorial, in the university's multimedia lab. The students were allowed 30 minutes to access the web site which, at that stage, delivered one lecture and the menu items; tutorials, forum, FAQ, help, email and about. During this time the researchers were present to observe how students interacted with the system and provide assistance when needed. The students were then asked to complete a demographic and qualitative questionnaire, and participate in a group discussion. It was anticipated to conduct this test with six students as it was considered a suitable number for student attitude and feedback. However, many more students volunteered and seven students completed the entire survey which included the discussion.
As a result of this survey the following positive and negative aspects
were identified:
Positive (advantages):
The FLS, which was tested over a network, was not yet suitable for the Internet. This survey indicated the need for faster downloads and technologies.
Outcomes of survey
Two new functions were added - Notice Board and Download, and the About
function was integrated into the Help category. Download was added to the
menu and the Notice Board was added as a separate pop-up window, updated
weekly. Also a number of Shockwave files were converted to Java and JavaScript
to improve browsing speed.
Observations
The students were observed as they worked through the FLS. The researchers
were interested in how well students would adapt to the system. They found
that the majority of students adapted with no assistance necessary. In
a few cases students hesitated as they were unsure of what to do next and
in some cases a little guidance was needed. As this initial survey was,
to a certain extent, observational to determine formative information,
the use of an anecdotal report was considered appropriate.
Overall, a positive response was received from the students. The feedback provided some insight as to what changes were necessary to improve the FLS. The minor changes needed were to:
The results of this survey lead to some modification of the system and provided a basis for the next phase of the research.
The summative evaluation took the form of a questionnaire and addressed the issues of acceptance, usage, technical problems, student perception and demography. A total of 32 students took part in the survey. Some demographic aspects considered were age, gender, nationality, computer ownership and home Internet access. When asked of their preferred choice of delivery (Figure 6), 59% of students would like a combination of FLS and Traditional lectures, 28% FLS only and 13% Traditional. All students stated that they "liked" the fact that the course material was available through the Internet. In regard to where they accessed the course material, 56% accessed both on and off campus while 38% accessed on campus only and 3% off campus (3% did not access), showing that the majority of students were using the university facilities for their study.
Figure 6: Q1. Choice of Course Delivery
The major problem encountered was with plug-ins, at 22%, however 69% had no computer access problems. Home download time varied from less than five minutes to 30 minutes (see Figure 7) with 62% ranging from 5 to 30 minutes. Only 6% of students completed all the on-line lectures, a disappointing figure, but not entirely surprising suggesting that given the opportunity to control their own pace of learning, students can easily fall behind in their schedule. Complaints from overseas students tended to be about the lack of traditional lectures and contacts with lecturers.
Student perception of the FLS course was an important and relevant issue.The outcome of the qualitative section of the questionnaire showed an overall positive response. The questions proposed were:
The mean values all fell well in the positive range with Q6. returning a score of 1.78 on a scale of 1 [strongly agree] to 7 [strongly disagree].
A comparison was made between academic results for Multimedia I in 1998 and 1999. The subject was the same, under the same conditions such as same teaching staff, same marking criteria, similar patterns and styles of exam questions. The delivery mode was the only variable. Table 1 shows the comparison of statistics of student outcomes between 1998 and 1999.
| 1998 | 1999 | |
| Number of enrolled students | 112 | 150 |
| Number of students failed /Failure rate | 16(14.3%) | 23(15.3%) |
| Failure with Non Submission (No. of students/rate) | 4 (3.6%) | 12 (8%) |
| Mean overall percentage | 62% | 61% |
There were more students enrolled in 1999 than in 1998. There was a 1% increase in failure rate in 1999, however, this is not significant enough to indicate that the variance was a result of the difference in delivery mode and could be accounted for by the normal fluctuation of marks. The rate of "Failure with Non Submission" did increase (more than double) in 1999. However, as there is no record of the reasons for students' non-submission one can only speculate as to whether it was a direct result of the delivery mode. The mean final mark for 1999 decreased by one percent which again could be a result of normal fluctuation rates.
Some plug-in problems were encountered in the course of this research. Macromedia Shockwave is an excellent media format when the hardware and bandwidth allow it, however, it was not suitable for presenting essential information on pages with no option for slower connections or older techniques. JavaScript was used instead as they provided better performance in speed.
Other problems included:
To demonstrate the home-use problems, the 320 x 240 movie was almost impossible to view from a home computer using a 56K modem. When students used the university intranet this problem did not occur. For this reason, those students using home Internet tended to prefer the downloadable text-based lecture notes.
During this research a number of issues were uncovered. Computer and Internet access are essential in a subject of this type. For a number of different reasons, including lack of access at home, time limitations and schedules, many students were forced to use the computers in the lab in order to view the FLS lectures. This created substantial overcrowding and long waiting times in the multimedia lab. There are only a few suitably equipped multimedia labs available on campus and they are often heavily booked for tutorials during the week. The problems of overcrowding and access did present difficulties. Although students do have access privileges after hours and on weekends by way of a special access/proximity card, some objected to having to attend the university at these times.
Some suggestions for the future include: making high-level computer and Internet access at home a course prerequisite. By specifying such prerequisites students may start the university year more prepared, however, students by tradition have limited finances so this may not be practical. Another suggestion is to offer a comprehensive introduction to students about the use of the FLS to avoid any misunderstanding or confusion about the system. This leads to the proposition that FLS may be more appropriate for students at an higher level in their course of study, for example third year students undertaking an advanced subject such as Multimedia 3 instead of a first year introductory course.
Overall, a positive research outcome, with good responses from students towards the FLS, was achieved. However, this study has also revealed areas for improvement with follow-up research. Using a FLS, particularly in a multimedia/information technology subject, is a practical and useful experience and well suited to this field of technology. File size is important when transferring data so further research into reduction of file size should be continued, to complement current Internet technology and transfer speeds. Also, there needs to be further development of effective communication with adequate lecturer-student contact, perhaps using the integration of both FLS and traditional teaching methods. Students need to be encouraged and shown how to use and become actively involved in the "virtual" classroom. Only with sound cooperation and effective communication can this be achieved.
M. K. Seob, K. S. Dong, and S. Hellesvik are gratefully acknowledged for their contribution to this research.
Corderoy, R. M. and Lefoe, G.(1997) Tips and Secrets for Online Teaching and Learning: An Inside View, conference proceedings ASCILITE 97, Perth, Australia.
Greening, T. (1998) WWW support of student learning: A case study, Australian Journal of Educational Technology, 14(1), 49-59.
Hutchison, C. (1995) The 'ICP Online': Jeux sans frontieres on the CyberCampus. Journal of Computer-Mediated Communication [On-line],1 (1). [HREF1]
Jones, V. (1998) An Educational Model using Interactive Multimedia and Learning Theories: An Enhancement to Computer and Internet-based Education, unpublished Honours Dissertation, Griffith University, Australia.
Nunan, T. (1996) Flexible Delivery - What is it and Why is it a part of current educational debate? Paper presented at the Higher Education Research and Development Society of Australasia Annual Conference Different Approaches: Theory and Practice in Higher Education, Perth, Western Australia, 8-12 July, 1996
Pitman, A. J., Gosper, M. and Rich, D. C. (1999) Internet based teaching in geography at Macquarie University: An analysis of student use, Australian Journal of Educational Technology 1999, 15(2), 167-187.
Sims, R., and Melville, J.(1999) Teaching Multimedia: Reflections of an On-Line Experience, conference proceedings AusWeb99, Fifth Australian World Wide Web Conference, Southern Cross University, Australia.
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