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Differences in attitudes, experience...

Smith, Elizabeth Ann.

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Differences in attitudes, experiences, and success between delivering and receiving site students in interactive television foreign language classes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differences in attitudes, experiences, and success between delivering and receiving site students in interactive television foreign language classes./
Author:	Smith, Elizabeth Ann.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3577.
Contained By:	Dissertation Abstracts International64-10A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3107915

Differences in attitudes, experiences, and success between delivering and receiving site students in interactive television foreign language classes.
Smith, Elizabeth Ann.

Differences in attitudes, experiences, and success between delivering and receiving site students in interactive television foreign language classes. - 186 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3577.

Thesis (D.A.)--George Mason University, 2004.

This study investigated community college foreign language courses delivered by videoconferencing over the course of two semesters, spring 1995 and spring 2002, to better understand the teaching and learning environment of the interactive television classroom. I surveyed, questioned, observed, and interviewed community college students and faculty of varied age, sex, and ethnic background who voluntarily and anonymously participated in this study. My research revealed that the primary strength of this environment is providing learner access to language courses. Another strength is that students at all locations generally felt very positive about their instructor's performance and accessibility. The most surprising result was that the students at the receiving sites were equally or more academically successful than those at the delivering site. However, my research also revealed inconsistencies and deficiencies with regard to the availability of student support services, such as facilitators present in the classroom, tutors, and language laboratories for additional practice. The research also indicated that audio and video transmission is often faulty, which can be problematic in language acquisition. Based on this research, it is my hope that educational institutions involved with interactive television-based language courses will implement improved student support services and upgrade or replace the existing delivery technologies, so that students will have a more equitable and quality experience, regardless of geographical location.Subjects--Topical Terms:

1018008
Education, Community College.

Differences in attitudes, experiences, and success between delivering and receiving site students in interactive television foreign language classes.
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100 1 $a Smith, Elizabeth Ann. $3 1951363
245 1 0 $a Differences in attitudes, experiences, and success between delivering and receiving site students in interactive television foreign language classes.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3577.
500 $a Director: Keith Q. Warner.
502 $a Thesis (D.A.)--George Mason University, 2004.
520 $a This study investigated community college foreign language courses delivered by videoconferencing over the course of two semesters, spring 1995 and spring 2002, to better understand the teaching and learning environment of the interactive television classroom. I surveyed, questioned, observed, and interviewed community college students and faculty of varied age, sex, and ethnic background who voluntarily and anonymously participated in this study. My research revealed that the primary strength of this environment is providing learner access to language courses. Another strength is that students at all locations generally felt very positive about their instructor's performance and accessibility. The most surprising result was that the students at the receiving sites were equally or more academically successful than those at the delivering site. However, my research also revealed inconsistencies and deficiencies with regard to the availability of student support services, such as facilitators present in the classroom, tutors, and language laboratories for additional practice. The research also indicated that audio and video transmission is often faulty, which can be problematic in language acquisition. Based on this research, it is my hope that educational institutions involved with interactive television-based language courses will implement improved student support services and upgrade or replace the existing delivery technologies, so that students will have a more equitable and quality experience, regardless of geographical location.
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