Module 6 - Revised Video

Annotated Bibliography
Debuse, J. C., Hede, A., & Lawley, M. (2009).  Learning efficacy of simultaneous audio and on-screen
text in online lectures.  Australian Journal of Educational Technology, 25(5) 748-762
Debuse, Hede & Lawley (2009) found that although a great deal of research has been conducted on the useful of multimedia application in a learning environment; the impact is still not fully known.  This study analyzed the impact of the incorporation and combination of text, audio and visual multimedia presentations.  The main effects of multimedia technology and how these were supported by the cognitive theory of learning were reviewed.   Three hypotheses were developed to conduct the research study in determining if there was a difference when text was applied to a multimedia presentation.  Students were randomly selected to participate in one of three groups that would evaluate the various methods of delivering a visual presentation; (1) lecture with audio (2) PowerPoint slides presented sequentially and (3) simultaneous text of the words being spoken by the lecture.  In addition to this group a second group of three categories assessed the various methods of receiving text in the presentations. 
Debuse, Hede & Lawley (2009) concluded that students did not gain a difference in interpretation of the material when text was added to the visual and audio presentations.   The study determined that all groups found the presentation with audio to be most beneficial.  The theories discussed throughout the article supported that combining text and audio could lead to redundancy and overload of information that may be counterproductive to a student.  These points were further expanded upon by recent research studies that found that adding text that mimicked audio was not useful however summary or overview text slides in conjunction with audio benefited the learner.  
Fralinger, B., Owens, R. (2009).  You Tube as a learning tool. Journal of College Teaching & Learning, 6(8) 1-15.
Fralinger & Ownes (2009) analyzed previous research conducted to determine if the utilization of MovieMaker and You Tube software would be perceived by students as an effective use of technology to assist with their learning program.  In 2008, eighty-three graduates from two colleges participated in the research study to answer this question.  Quantitative and qualitative research methods were used to assess student’s usage of this technology software as well as obtain feedback on their experience.  The quantitative study used a computer software program to analyze statics that provided numerical data from 81 surveys that were conducted.  Data was collected from surveys and specific comments listed.  The qualitative study provided feedback from students on previous assumptions made regarding the usefulness of this type of technology in a learning environment.  
The conclusion of this study supported the recent opinion that You Tube is no longer only recognized as entertainment but can also be a valuable educational tool (Fralinger & Ownes , 2009).   Franlinger & Owens (2009) determined that students connected with the You Tube technology and felt that it enhanced their learning experience.  Students that were employed in technology fields were interested in applying the learning techniques in their work place.  Students also reported that they appreciated the benefits of working in individual groups however they preferred to work alone and be solely accountable for their assignments.  Further research study can be conducted to compares feedback from experienced technology students versus students with lesser experience; this research would address one of the constraints of the study conducted.
Jackson, A., Gaudet, L., McDaniel,  & Brammer, D. (2009).  Curriculum integration: The use of
 technology to support learning.  Journal of College Teaching & Learning, 6(7) 1-9.
Jackson, Gaudet & Brammer (2009) argue the importance of the instructor comprehension of course objectives and methods that students learn; to appropriately apply multimedia technology to the curriculum.  Gardner’s Theory of Multiple Intelligence was analyzed to further expound on the many ways that individuals learn; examining verbal linguistic intelligence, logical mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence and intrapersonal intelligence.  Jackson, Gaudet & Brammer (2009) identify that there are many ways to incorporate forever changing technology into the classroom to reach students with various learning styles.  To best apply technology in the classroom the instructor must first identify the objective of the class.  An instructor should understand that students learning is dependent on many factors and have the ability to align the course objectives with the best teaching model such as problem based or group learning. 
Jackson, Gaudet & Brammer (2009) implemented technology in a classroom environment based on the findings of this research article.  Technology is continuing to evolve and can have great benefits for students education if applied based upon the student and course needs.  Teachers focus however should remain on the students benefit from the technology versus meeting university goals of deploying technology.    For students to become change agents in society they must be able to apply technology in an educational setting to meet course objectives. 
Mandernach, J. (2009). Effects of instructor-personalized multimedia in the online classroom.
International Review of Research in Open and Distance Learning, 10(3) 1-19.  Retrieved from ERIC database.
Mandernach (2009) conducted a quasi-experimental study that examined four sections of a psychology course to evaluate students learning and engagement with the use of multimedia technology.  The groups were established to examine the impact with no multimedia technology, the incorporation of a weekly video, combination of video plus audio PowerPoint and video, audio PowerPoint and video PowerPoint.  To students output was measured with a course questionnaire, cumulative final exam and final course project. 
Mandernach (2009) research findings did not show a great variance in the learning assessment based on the course section.  The section that utilized the most multimedia technology had a higher final exam percentage by only 2.5 points that the section with no multimedia technology.  Mandernach (2009) found that students were more focused on their final grade versus skill comprehension of the material regardless of the section they were in.  This was attributed to the fact that this was a basic required course.  To gain a better understanding of the student’s experience, additional email feedback was solicited. This feedback identified that students were more engaged that the questionnaire findings reflected.  Additional studies should be conducted with a new questionnaire to help understand this discrepancy. 
Seo, K., Templeton, R., & Pellegrino, D. (2008). Creating a ripple effect: Incorporating multimedia-
assisted project-based learning in teacher education. Theory Into Practice, 47 259-265.  Retrieved from ERIC Database.
Seo, Templeton & Pellegrino (2008) assessed the self efficacy impact of teachers developing multimedia projects for students.  A proven approach to incorporate technology into the learning and instruction process is by adding project based learning assignments that utilize technology to the syllabus.  A student has the ability to visually express their comprehension of the coursework by completing multimedia projects.   This study included forty-two pre-service teachers/graduate students that were enrolled in educational technology courses that were to develop 8 multimedia projects over the course of a semester.  The projects developed for grades Pre-K to Sixth grade, incorporating technology such as Windows Movie Maker, PowerPoint and Microsoft Office applications.  Upon the completion of the projects, the students (pre-service teachers) reported that their proficiency in the multimedia technology increasing significantly. 
Seo, Templeton & Pellegrino (2008) found that teacher’s technology, subject matter and teaching self-efficacy improved after having developed the multimedia projects for their students. The use of multimedia projects also increased a students learning aptitude; requiring them to express their comprehension with visual and audio means.  Teachers felt confident that their students would be better engaged in the coursework with the use of technology.  This would also result in the students’ performance and aptitude in the subject matter increasing.  This study allowed teachers to see themselves in a support role as well as an instructor.   
Zheng, R., McAlack. M., Wilmes., Kohler-Evans, P., & Williamson, J. (2009). Effects of multimedia on
cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40(5) 790-803. Retrieved from ERIC Database. 
The article, Effects of Multimedia on Cognitive Load, Self-Efficacy and Multiple Rule Based Problem solving details the diffusion process of multimedia technology and analyzes the impacts. The article analyzed the impact of multimedia on a learner’s ability to solve problems as it involves their cognitive load and self efficacy.  A study was completed that observed twenty-two college students response to interactive versus non-interactive multimedia. A one way ANOVA was performed to assess whether multimedia equipment affected learners ability. The ANOVA test results identified that multimedia impacted each variable, cognitive load, achievement and self efficacy. In conclusion the study supported Engelkamps multimodal theory.
This study represented the education diffusion research tradition and followed the rate of adoption of different innovations in a social system diffusion research. The findings from the study would allow researchers to present the cause that multimedia technology would have the greatest benefit to a student’s cognitive, self-efficacy and problem solving skills.  This study applies to research in my current field, to gain a further understanding of the continued benefits of multimedia technology a survey could be conducted that examined college students over a longer period of time with the use of multimedia applications.


References
Debuse, J. C., Hede, A., & Lawley, M. (2009).  Learning efficacy of simultaneous audio and on-screen
 text in online lectures.  Australian Journal of Educational Technology, 25(5) 748-762
Fralinger, B., Owens, R. (2009).  You Tube as a learning tool. Journal of College Teaching & Learning, 6(8) 1-15.
Jackson, A., Gaudet, L., McDaniel,  & Brammer, D. (2009).  Curriculum integration: The use of
 technology to support learning.  Journal of College Teaching & Learning, 6(7) 1-9.
Mandernach, J. (2009). Effects of instructor-personalized multimedia in the online classroom.
International Review of Research in Open and Distance Learning, 10(3) 1-19.  Retrieved from ERIC database.
Seo, K., Templeton, R., & Pellegrino, D. (2008). Creating a ripple effect: Incorporating multimedia-
 assisted project-based learning in teacher education. Theory Into Practice, 47 259-265.  Retrieved from ERIC Database.
Zheng, R., McAlack. M., Wilmes., Kohler-Evans, P., & Williamson, J. (2009). Effects of multimedia on
cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40(5) 790-803. Retrieved from ERIC Database.