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Compressed video learning environments.

Article Excerpt
Abstract

The purpose of this study was to investigate the effect of compressed video learning environments on academic achievement of graduate students. The students participating in the compressed video learning environment had a higher achievement based on average, than students involved in the traditional setting. The female students had higher academic achievement than males in both environments.

Introduction

A compressed video learning environment is a setting where students have continual interaction with the educator, both audibly and visually, and each classroom is linked by a television output operated through telephone lines. Compressed video and web-based learning environments are among the most popular types of distance learning. Compressed video learning environments are becoming more common by the day. With advanced technology, engineers are able to compress data without diminishing the quality. Compressed video has given students "the capability of interacting at will, through voice stimulation. This enables each sites member to participate without having a monitor to adjust the camera and thus take time from the learning process" (Harvey & De Vote, 2000, p. 42). As time goes by and technology advances, compressed video learning environments will continue to improve.

Many graduate level students are already in the work force and are trying to juggle everyday life as well as obtaining a higher degree. Compressed video makes that possible by allowing students to attend a university that is hours away from a site that is located near the students' home. "Clearly, we are no longer talking about distance education but rather beginning to envision distance learning" (Hopey & Ginsburg, 1996, p. 2). According to Sims, Dobbs, and Hand (2002), students must tackle with a variety of new learning environments not just compressed video environments. Therefore more research needs to be conducted in order to determine how to best serve students. "To excel in the 21st century, higher education must undergo a paradigm shift from an environment and culture that defines learning as a classroom process, shaped by brick-and-mortar facilities and faculty centered activities, to an environment defined by learner-centered processes" (Dubois, 1996, p. 3).

While technology in education will continue to develop, some professionals will always doubt the quality of education that...

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