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Asy nchronous Streaming Video from the Classroom to the Remote Student’s Desktop Stacey Sawa and Eric Flower University of Hawai‘i-West O‘ahu [email protected] [email protected] StreamingVideoOnTheNet.com E-Learn 2006, Waikiki Table of Contents Purpose Streaming video process Methodology

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Asy nchronous streaming video from the classroom to the remote student s desktop l.jpg

Asynchronous Streaming Video from the Classroom to the Remote Student’s Desktop

Stacey Sawa and Eric Flower

University of Hawai‘i-West O‘ahu

[email protected]

[email protected]

StreamingVideoOnTheNet.com

E-Learn 2006, Waikiki


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Table of Contents

  • Purpose

  • Streaming video process

  • Methodology

  • Results

  • Methodological Problems

  • Future Research

Sawa and Flower, “Asynchronous Streaming Video”


Purpose of the study l.jpg

To make some preliminary determination on the effectiveness of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Purpose of the Study

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Sawa and Flower, “Asynchronous Streaming Video”


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Video Was Delivered Directly of asynchronous streaming of classroom-based instruction when compared to the traditional classroom settingto the Student’s Desktop

  • We did not broadcast to studios or computer labs where students would have to gather to participate in a site-to-site model—delivery was directly to the student’s desktop at home or in an office

Sawa and Flower, “Asynchronous Streaming Video”


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Streaming Video Process of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Capture with

RealProducer

Distribute with RealServer, view with RealPlayer/

RealOne

Encode with

RealProducer

Sawa and Flower, “Asynchronous Streaming Video”


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Hardware/Production System of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Videocapture

Videotape backup

Videomonitor

Mixer

Audio capture

Splitter

Audio monitor

Encoding PC

Sawa and Flower, “Asynchronous Streaming Video”


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Distribution System of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Weekly

Chat session

UH ITS StreamingServer

RealPlayer/RealOne Clients

Sawa and Flower, “Asynchronous Streaming Video”


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Equipment Cart of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Sawa and Flower, “Asynchronous Streaming Video”


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Sawa and Flower, “Asynchronous Streaming Video” of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting


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Sawa and Flower, “Asynchronous Streaming Video” of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting


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Study Design of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

  • This study used a quasi-experimental design with students in the face-to-face classroom section as the control group and students in the online asynchronous streaming video section of the course as the treatment group

  • An independent t-test was used to compare the means of the control and treatment group results

Sawa and Flower, “Asynchronous Streaming Video”


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Hypothesis of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

  • It was hypothesized that the results of this study would show no significant difference between the student grades of the control (classroom students) and treatment group (students viewing asynchronous video), or, that the grades of the participants in the treatment group would be significantly higher than those of the control group

Sawa and Flower, “Asynchronous Streaming Video”


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Methodology of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting(1)

  • Using the streaming video system we designed and built, we taught “Computer Skills for Administrators” during the Spring of 2005

  • There were 8 students in the classroom and 10 students viewing asynchronous streaming video of classroom activities

  • Course is an elective with no pre-requisites offered in the Professional Studies Division

Sawa and Flower, “Asynchronous Streaming Video”


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Methodology of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting(2)

  • Both groups had the same class presentations, readings, and assignments, wrote the same reports, took the same tests, and worked on similar projects

  • Both groups could watch the archived class video files that were posted the next day

Sawa and Flower, “Asynchronous Streaming Video”


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Grade Score Components of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

  • Testing throughout the semester: 45%

  • Final exam: 20%

  • Class participation/Quality circle participation: 10%

  • Group presentation/Group presentation contribution: 15%

  • Critical review of Visions: How Science Will Revolutionize the 21st Century by Michio Kaku: 10%

Sawa and Flower, “Asynchronous Streaming Video”


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Exam Mean Scores of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Sawa and Flower, “Asynchronous Streaming Video”


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Final Grade Mean Scores of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Sawa and Flower, “Asynchronous Streaming Video”


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Independent samples of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting t-test results

Sawa and Flower, “Asynchronous Streaming Video”


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Results of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

  • Statistical analysis of the student grades showed no significant difference in four out of the five categories examined

  • The online students scoring significantly higher in the fifth category (Exam 3)

  • Low cost narrow bandwidth asynchronous streaming of classroom-based instruction appears to be as effective as the traditional classroom environment in this instance

Sawa and Flower, “Asynchronous Streaming Video”


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Methodological/Data Problems of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

  • Groups are not random

    • Groups are self-selected by enrollment in a classroom or online section

    • Neighbor Island students have no choice; they must enroll in an online section

  • Population may not be representative of all college students

  • Not “blind”; instructor knows who is in each group

Sawa and Flower, “Asynchronous Streaming Video”


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Future Research of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

  • More rigorous study and analysis of classroom-based asynchronous streaming video needs to be performed to confirm these preliminary findings

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Sawa and Flower, “Asynchronous Streaming Video”


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Thanks for watching! of asynchronous streaming of classroom-based instruction when compared to the traditional classroom setting

Stacey Sawa and Eric Flower

University of Hawai‘i-West O‘ahu


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