The purpose of this study was to compare two instructional strategies using cooperative learning and interactive video instruction, and to measure the effect of these strategies on achievement, amount of invested mental effort, and attitudes. In the individualized video treatment, subjects worked on an interactive video lesson on the German language, then participated in a cooperative learning session. In the cooperative interactive video treatment, subjects worked together with the interactive video for the entire instructional session. The study was conducted during 10 instructional sessions spanning five weeks. / Eighty-nine college freshman and sophomores were randomly assigned to the treatment groups. Achievement was measured by performance on three written dialogues constructed by cooperative groups during three of the 10 sessions, and by a posttest on German language listening, writing, and translating skills. Performance on the dialogues was assessed by a type (number of different words used) and token (number of words) analysis. Amount of invested mental effort was measured with a post-study questionnaire. Attitudes were measured with a post-study questionnaire and an opinion survey. / Wilcoxon rank sum tests on the types and tokens in the dialogues, and t-tests on the posttest scores, revealed no significant differences between the treatments on achievement. T-tests found no differences between the treatments on the amount of invested mental effort, and attitudes toward interactive video instruction and language learning. The cooperative interactive video treatment showed significantly higher attitudes toward cooperative learning, which was contrary to the pre-experimental hypothesis. The opinion questionnaires reflected generally positive attitudes in the cooperative interactive video treatment, and a bipolarity of attitudes, negative and positive, toward the individualized treatment. / The results suggest that conducting interactive video instruction and cooperative learning in sequence, versus conducting this method and medium simultaneously, does not influence achievement in foreign language acquisition. The findings reinforce the recommendation of numerous researchers to install two position interactive video workstations, with their inherent cost savings over individual workstations, as they may be equally effective. Further research is recommended to determine how mature learners are best grouped when using technology-based instructional environments and cooperative learning. / Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0180. / Major Professor: Walter Wager. / Thesis (Ph.D.)--The Florida State University, 1996.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77646 |
| Contributors | Supinski, Stanley Bogdan., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 131 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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