The purpose of the study was to develop and evaluate a series of video-tape lessons to supplement the traditional lecture-discussion method of teaching a college course in advanced music theory. The specific problems investigated were: 1) to evaluate the effect of video-tape material on achievement in an advanced music theory course. 2) To assess the effect of the video-tape materials on the achievement in harmony, keyboard, sight singing, and ear training for students who had differential learning ability levels. 3) To assess the attitudes toward music theory and the use of the supplemental lessons. 4) To assess attitudes toward music theory and the use of the supplemental lessons and achievement for all students involved in the study. Analysis of co-variance, simple analysis of variance, t tests, and Pearson correlations produced statistical results that led to the following conclusions: 1) Students who used the video-tape supplemental lessons did not score higher on achievement tests in harmony, keyboard, sight singing, and ear training than the students who did not use those lessons. 2) Students who used the video-tape lessons had greater variance among the ability levels on the achievement tests; and for those using the lessons, students in the low beginning-ability level did not achieve at a corresponding rate with the students in the high and middle levels. 3) Attitudes toward music theory and the use of supplemental materials were less positive for the students who used the video-tape lessons. 4) Among all participants of the evaluation, a significant relationship was found between attitudes toward music theory and the use of supplemental materials and achievement in music theory.

M.Ed. (Media Science) / The influence of technology on our everyday lives and the increasing control that technology exerts over nature and people make mandatory the competencies of our society to evaluate and make- decisions about new technological discoveries. In this regard it is of importance to keep in mind what Toffler (1970:428) attempts to put in its right perspective by saying: "We cannot and must not turn off the switch of technological progress. Only romantic fools babble about returning to a state of nature. A state of nature is one in which infants shrivel and die for lack of elementary medical care, in which, as Hobbes reminded us, the typical life is poor, nasty, brutish and short. To turn our back on technology would be not only stupid but immoral."...

The purpose of this study was to explore the question: does the use of a videotaped recording of a nursing student's performance of a psychomotor skill, with subsequent review by the student, enhance that student's performance? In order to answer this question, a quasi-experimental study was carried out. The psychomotor skill selected for testing was that of transferring a client from a bed to a wheelchair. Prior to the study, subjects had completed a learning module on the skill. Sixteen first year baccalaureate nursing students were randomly placed into an experimental or comparison group. Following this, the investigator taught the specified skill employing the teaching techniques of demonstration and discussion. A videotape was made of all subjects performing the skill to provide a data base and determine sample homogeneity. The two groups then received their respective feedback treatments. Eight students in the experimental group received a videotape of their performance, along with a performance check-list to assist them in the review of their videotapes. Eight students in the comparison group received teacher feedback during their skill performance. The teacher was guided by the same performance check-list used by the experimental group subjects. After a period of eleven or twelve days, depending on the group, the experimental and comparison groups returned for a final videotaped test performance. Seven subjects in each group completed the test performance. A questionnaire was completed by the fourteen subjects at this time. This was an attempt to gather data on selected characteristics of the learner, believed to affect psychomotor skill learning. Students did not view the data base or final test performance videotapes. One rater scored these performances using the performance check-list. The scores were compared to determine similarities and differences between the videotaped feedback and teacher feedback groups. The questionnaire responses were tabulated and interpreted within the analysis of the score results. When the gain scores between the data base and final test performances were compared, no significant differences were found between the experimental and comparison groups. Analysis of the data base mean scores revealed that no significant differences existed between the groups. This indicated sample homogeneity before the feedback treatments were given. Gain scores within each group did not show significant differences. With the lack of significant differences in the gain scores between groups, it was concluded that videotaped performance feedback was as effective as teacher feedback. / Applied Science, Faculty of / Nursing, School of / Graduate

The problem of this study was to compare two methods of instruction in helicopter pilot ground training in terms of cost of training and support services and customer satisfaction upon completion of training. The purpose of the study was the evaluation of a specialized program of instruction taught on videotape by comparison with conventional instruction. The significance of the study was related to savings in costs of instruction per trainee. Research questions for the study sought significant differences between mean scores achieved by students receiving the two treatments. Data providing information on specific characteristics of the learners were gathered as a preliminary step to establish similarity of the students in the two groups compared. A table of random numbers was used to select subjects from the population of student pilots entering training for the Bell model 206B helicopter during the months of March, April and May 1981. Upon completion of the course, all students were asked to complete an evaluation opinionaire relating to satisfaction with selected aspects of the instructional program.

This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.

My objective is to use the video-tape as another medium -- along with overhead projector, textbooks, guides of apprenticeship, pictures, lab equipment and suggestions from the programs and new trends in physics teaching -- being used to supplement our efforts in trying to reach more and more of our students The use of audiovisual media, and generally speaking the use of technology in education, can be constructive or destructive, can e very powerful in developing "human beings" or "robots", can increase the rate of apprenticeship, or can produce an educational catastrophe. However, it will heavily depend on the the professor, on the role that he assigns to himself in the educational process, on the goals and objectives that he foresees for himself and for "his" students. As we will see in this work and in the books and papers about educational technology mentioned in the references and in the bibliography, there exists modern apparatus or equipment with multiple uses, some of them very expensive, others with moderate price tags that we can use with an infinite gamut of possibilities. Generally speaking these apparatus are known as "multi-media". We can combine and use them as we please to produce all kinds of effects and consequences.

The purpose of this investigation was to develop and test the effectiveness of an interactive video program for training in qualitative movement analysis. Students (n=24) from an intact elementary physical education methods class were trained to identify four qualitative standards associated with the mature performance of the overhand throw. Subjects were matched on the basis of pretest scores and assigned to receive either interactive video instruction, videotaped instruction, or no instruction. The results from an ANCOVA were significant indicating a difference between groups. Duncan's multiple range test results showed that the interactive video and videotaped instructional methods were superior to no training but there were no significant differences between groups receiving instruction. The findings from this investigation support the conclusion that the application of interactive video instruction to qualitative movement analysis is an effective strategy although it is not superior to video taped instruction. However, its application may be beneficial in mass instruction. / Master of Science

by Ngai Yau Ki. / Appendices in Chinese or English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 79-82). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.x / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Background --- p.1 / Purpose of the Study --- p.3 / Statement of the Problem --- p.6 / Significance of the Study --- p.6 / Chapter CHAPTER 2： --- REVIEW OF LITERATURE --- p.8 / Bloom's Learning Theory --- p.8 / Cognitive Entry Behaviour --- p.10 / Affective Entry Behaviour --- p.11 / Quality of Instruction --- p.18 / Application of Microcomputer in Education --- p.18 / Computer-Assisted Instruction --- p.19 / Interactive Video --- p.21 / Feedback --- p.24 / Interactive Videodisc --- p.25 / Interactive Videotape --- p.26 / Hardware of Interactive Videotape --- p.28 / Authoring Language of Interactive Videotape --- p.29 / Interaction Between Cognitive Entry Behaviour and Aptitude-Treatment Interaction --- p.29 / Aptitude-Treatment Interaction --- p.29 / Learner Control and Prior Knowledge --- p.32 / Instructional Design --- p.34 / Macro Variables in Instructional Design --- p.37 / Delivery Media and Learner --- p.38 / Chapter CHAPTER 3： --- METHODOLOGY --- p.41 / Sample of Subjects --- p.41 / Research Design --- p.45 / Procedure --- p.46 / Materials --- p.48 / Variables --- p.49 / Hardware Configuration --- p.51 / Authoring Language and Courseware Design --- p.51 / Null Hypotheses --- p.52 / Data Analysis --- p.52 / Chapter CHAPTER 4： --- RESULTS --- p.54 / Treatment Sessions --- p.54 / Reliability of the Instruments --- p.55 / Attitude --- p.55 / Perceived Self-Efficacy --- p.56 / Perceived Demand Characteristic --- p.57 / Learning Achievement --- p.60 / Immediate Posttest --- p.60 / Retention Posttest --- p.62 / Attitude --- p.64 / Regression --- p.66 / Chapter CHAPTER 5： --- "SUMMARY, DISCUSSION AND RECOMMENDATION" --- p.68 / Summary --- p.68 / Discussion --- p.70 / Development of Low Cost Interactive Videotape System --- p.70 / First and Second Null Hypotheses --- p.71 / Third Null Hypothesis --- p.73 / Bloom's Learning Theory --- p.74 / Limitations --- p.75 / Recommendations --- p.77 / REFERENCES --- p.79 / APPENDICES --- p.83 / Chapter Appendix A: --- Posttest --- p.83 / Chapter Appendix B: --- Remote Control of Domestic Electrical Appliance By Infrared Signal Emitted From Microcomputer --- p.85 / Chapter Appendix C: --- (I) Programme Structure and (II) Programme Listing --- p.87 / Chapter Appendix D: --- Programme Structure of Remediation Strategy --- p.99 / Chapter Appendix E: --- Questionnaire --- p.100 / Chapter Appendix F: --- Attitude Questionnaire --- p.105

This study was meant to provide some empirical evidence to confirm or disconf irm the assumption that the use of captioned videotapes will enhance the listening comprehension of second language students. This study compared the listening comprehension test results of intermediate English as a Second Language (ESL) students using videotapes with and without captions. Two episodes of an educational program were selected for the study. Students viewed one episode with captions and a second episode without captions. A total of sixty-four students participated in this study. Thirty-two students in Class 1 watched Video I with captions first and then watched Video II without captions, and the remaining students in Class 2 watched Video I without captions and Video II with captions. Each class was exposed to both non-captioned and captioned videos respectively.

This study was meant to provide empirical evidence to support or challenge the assumption that a nonfiction video narrative will be better comprehended by students of ESL if it includes a variety of relevant visual information compared to only seeing a single speaker or "talking head" reciting a narration. The overarching goal of this study was to give teachers of ESL greater knowledge and confidence in using video materials to develop the listening skills of their students. It compared two video tapes which contained the identical soundtrack but different visual information. The first tape (also called the "lecture tape") showed a single speaker, standing behind a lectern, giving a speech about Costa Rica. The second video (also called the "documentary tape") contained the identical soundtrack of tape one, but included documentary video footage actually filmed in Costa Rica which complemented the narration. A questionnaire of 45 true/false questions was created based on facts given in the narration. Thirty-nine advanced and fifty-five intermediate university ESL students took part in the study. Approximate! y half of each group viewed the lecture tape while the other half watched the documentary tape. All students answered the 45 - item questionnaire while viewing their respective video tapes. A thorough item-analysis was then conducted with the initial raw scores of all 94 students, resulting in fifteen questions being omitted from the final analysis. Based on a revised 30 - item questionnaire, the scores of the video and documentary groups were compared within each proficiency level. The hypothesis of the study was that the documentary tape would significantly improve listening comprehension at the intermediate level but that no significant difference would be found between the advanced lecture and documentary groups. In other words, it was predicted that the documentary video would have an interaction effect depending upon proficiency level. However, the results of a 2-way ANOV A did not support the hypothesis. In addition to the ANOV A, a series oft-tests also found no significant difference between the mean scores of the documentary and lecture groups at either the intermediate or the advanced levels This study was intended to be a beginning to research which may eventually reveal a "taxonomy" of video images from those which enhance listening comprehension the most to those that aid it the least. It contained limitations in the testing procedures which caused the results to be inconclusive. A variety of testing methods was suggested in order to continue research which may reveal such a "video" taxonomy. Given the plethora of video materials that ESL teachers can purchase, record, or create themselves, empirical research is needed to help guide the choices that educators make in choosing video material for their students which will provide meaningful linguistic input.