第二屆離島資訊技術與應用研討會，2002 年 6 月
教育科技設計：視訊會議系統
陳國材
德州理工大學
摘要
遠 距 教 學 須 靠 科 技 傳 送 。教 學 法 也 可 用 科 技 設 計 ， 視 訊 會 議
(videoconferencing) 系 統 設 計 所 造 成 的 界 面 溝 通 是 本 研 究 焦 點 。科 技 進
步 推 動 教 育 革 新 並 衍 生 社 會 、政 治 、 文 化、 經 濟 、 和 人 口 區 域 變 革
。 變 革 須 吸 收 人 力 和 自然 資 源 其 影 響 及 於 各 層 面。目 前 資 訊 數 位 化
和 整 合 正 以 指 數 曲 線 快 速 進 行，應 用 遠 距 教 學 科 技 可 使 數 位 化 教 育
普 及 並 滿 足 個 人 和 社 會 須求 。教 育 上 的 經 驗 必 須 透 過 分 享 、嚴 格 分
析 和 應 用 以 成 為 知 識 。教 育 過 程 的 品 質 和 整 合 依 靠 持 續 性 的 雙 向 溝
通 ，因 為 視 訊 會 議 具有 雙 向 溝 通 的 性 質 ， 因 此 本 研 究 探 討 使 用 視 訊
會議於遠距教學的必要性並提供視訊會議的通訊須求和各種應用。
期 能 以 視 訊 系 統 最 佳 設 計 提 昇 及 時 互 動，增 加 教 導 和 學 習 效 果。
1. Introduction
Martin Luther King aroused people to dream in his famous speech - "I have a dream".
We all dream everyday. Distance education also dreams of a two-way e-motion
(electronic motion) picture. To create a motion picture such as a videoconference, words
and speech are used for editing. When video came, emotion icon became too rough to
deliver true emotion and web courses expanded to the age having difficulties in receiving
abstract information. Receiving and interacting with the web-based courses will become
deeper and stronger like turbulence when on-line systems continue to grow and renovate.
Only 6% of the world population were on-line in 2000 and few people interacted with
each other to get education from a distance. Communication uses body language a lot.
When on-line media filter out the body language, the interaction becomes a problem and
needs be studied.
Distance education comes globally with many types of instructions. Distance
education is institutionally based and the average of distance educational activities is
synchronous, and two-way interactive telecommunication system is used. (D. Hanson, N.
J. Maushak, 1996). Interactions are most issues of concerned in distance education.
Interactions have verbal and non-verbal forms. Bauer and Rezabek (1992) used verbal
interaction to measure video (V) and got no significant difference between the
audio/video group and the audio group. The video transmission is non-verbal form and
gesture of the non-verbal body language constitutes 55% of human communication (Patti
Hathaway, 1999). It will be hard for people to adopt audio only because there is no
significant difference in the report. The further measurements from non-verbal data
should be included to find out the true significant difference when video is added. For
adding interactivity, May (1993) concluded that educational goals and strategies were not
inherently or self-evidently positive to increase learner interaction. When people look at
social aspect of learning -- as the opposed to institutional, Fulford and Zhang (1993)
found the interaction of the learner with technology experience is stable correlated with
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overall satisfaction that comes from group interaction. Perceived interaction - surface
feeling or sensing is a general phenomenon of group interaction that happens in
interactive television. Actual interaction happens later and the mechanism and source
input are not the same as perceived interaction as Fulford and Zhang (1994) found.
Teachers may use different teaching patterns - humor, attention by name, and
communication - immediately, providing timely feedback, to encourage participation but
the goal of achievement comes from motor behavior. Achievement is also one of actual
interaction when the learner has a positive attitude (expectancy), executive motor, shortterm/long-term memory retrieving and is using fully implemented receiving and
presentation technology, a thinking process with computer assistance and guidance from
the teacher.
The interaction research of distance education should experiencing be at looked
from the beginning when an instructor sends instructions and ending with the receiving
learner's achievement. This kind research is limited, it will be better to integrate the
whole message loop and divide it into four levels of sub-interactions.
The division and items are listed as follows and the relationship will be discussed later.
Level 1: Independent Study (asynchronous)
Independent study skills will connect previous short circuit in learning and update the
new skills for the needs of the rapidly changing work place. The changes may keep
changing for a time longer than human's lifetime, therefore lifelong learning attitude will
be right attitude in this kind society. There are three necessary skills - decision making,
problem solving and self-management in the alternative self-study system. (Anglin, G. J.
1995).
Level 2: Web based opportunity for discussion but not encouraged or facilitated
(observation as asynchronous)
Asynchronous computer connections support decision-making, problem solving and
knowledge base construction.
They engage evaluating information and
justification/argumentation and form learning communities. They have one-to-one type
with electronic mail, one to many type with bulletin boards: UseNets, NetNews (used in
learning circles and in-service teacher collaboration), and many-to-many type with
LISTSERV and scaffolded conferences (used in CaMILE, collaborative notebook, and
computer supported collaborative argumentation). (Jonassen, D. H. 2000)
Level 3: Web based discussion invited and encouraged, facilitated (synchronous)
Synchronous Conferencing requires network connections which have two forms of
Internet Relay Chat, and MUDs, MODs, MUSHs, WOOs. Synchronous Conferencing
also support discourse communities, and shared workspaces. (Jonassen, D. H. 2000)
Level 4: Face to face instructor led, discussion invited and encouraged, facilitated
(synchronous)
"Desktop video conferencing is real-time (synchronous) person-to-person or group
conferencing on the Internet. With a special software and video camera, you can
experience full-color video and audio 'chats' on computer. Everyone can participate in
the 'live' discussion. A group can interactively share documents and information and
have access to such features as a whiteboard and chat windows." (R. Heinich, M.
Molenda, J. D. Russell, S. E. Smaldino, 1999)
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The structure is integrated. The time step is used to link four levels together. When
time is increasing, the level is attached and followed as level 1  level 2  level 3 
level 4. The fabrication may have levels overlap and reverse occasionally.
1.1 Statement of problem
The System category of technology includes tutoring systems, the integration of
the environment of different cultures, different language integration, offerings from
dynamic web site's, and interdisciplinary developments (J. Mabaso, Nemirovski, E.
Heuel, 2001). Tutoring system includes a knowledge-based database and an expert
system. Tutoring system is made on a NT platform, written by ASP (Active Server
Pages) or IIS (Integrated Information System) and uses SQL (Sequential Query
Language) server as a database system. Tutoring system is used to discover the
misconceptions of the student & guide them automatically (Y. Chou, 2001). Different
world cultures are like systems to the computer. Written words and spoken language in a
technological environment should be globalized before the engaging of collaboration of
different social, cultural, and educational backgrounds. Distance education should
include learning information taken from different cultures and languages. Networked
Digital Library of Theses & Dissertations (NDLTD) is an example of an intercultural
work system. NDLTD is designed to allow its members minimal interoperability and
maximal autonomy and to integrate it requires dealing flexibly with the differences
among ontologisms, data formats, and finding aids. The architecture of NDLTD is based
on object-oriented ontologisms of searchers and metadata. Also, diversity among the
harvested data will become a single collection view for the user (M. A. Goncalves, K.
Zimmermann, M. Hohlfeld, T. Severiens, E. Hilf, E. Fox, R. France, 2001). The user
may browse a dynamic web site which can offer clear and structured documents on the
service's potential, contextual navigation maps, search service, FAQs on the service and
tools, creation and automatic management of an on-line virtual community, interaction
spaces with the service, news service, notification of events on demand, glossary of terms
and an electronic bulletin (J. G. Boticario, E. SanCristobal, A. Pesquera, J. Garcia, M. A.
Cordova, C. Catalina, 2001). When instruction tries to link interdisciplinary functions, a
frame work for interdisciplinary development of educational software requires an optimal
coordination of different domains of competence, an exhaustive description of system
requirements, a system model and development procedures. The full transparency for all
the experts involved is also required in the frame (Nemirovski, E. Heuel, 2001). Another
technology in the system part is a management system with a group of rules that help the
selection of an activity and relate them with the basic services of the Internet. The
service of knowledge on demand aims to design, develop, and validate a novel on-line
adaptive learning environment to acquire knowledge in time by the combination of the
knowledge routes concepts and intelligent technology (C. Karagiannidis, D. Sampson,
2001). In addition to providing strategies, methods and resources support student's
interactive reaction by Novel methodologies, it also initiates, forms, and performs three
layers to form a design methodology concept to understand, determine guidelines, and to
develop a model of cooperation from different perspectives. Novel methodologies find
solutions from change in attitude and reward structures. This social structure is built up
by role, pedagogical & learning methods, and technological and training support (T.
Daradoumis, M. Guitert, F. Giménez, J. M. Marqués, 2001).
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According to the three minimum finite time steps of computational theory,
different interfacing can be formed from input (I), technology (T), and output (O). There
are four examples listed as diagrams and texts as the following:
(1)
Unintended effects caused from time, place,
and response to them can be perceived to be
positive or negative. Manage the impact to
create best outcome for learners, teachers,
and managers (A. Herrmann, S. Boyd, R.
Fox, 2001).
(2) Technology support in the learning environment will find
the available technological resources, the cost of
telecommunication and equipment. From these findings,
allocate the responsibilities to reach maximum efficiency (G.
De Medeiros, M. B. Herrlein, M. De Medeiros, 2001).
(3) On line diagnostic testing makes grading consistent and
facilitates short-term and long-term follow-up tests adapted to
students' abilities and needs (L. Borin, C. Bengtsson, S. Åkerman,
2001).
(4) Character of social relationship in Internet community will
create translation problems and cause a shift of meaning for the
content of knowledge. This view has its limits and advantages (J.
H. McMullen, A. R. McMullen, 2001).
Vision presence is not an individual event. When eye, mouth, and ear are put
together, the computer videoconference, chatting, and the PC telephone are termed as
computer conferencing. When we count the brain as part of a head, computer-mediated
communication (CMC) systems come out to offer electronic mail, discussion lists, and
bulletin boards services in addition to computer conferencing. One example of the
learning outcome from CMC is "Students in the graphic interface produced significantly
… more messages…than students using the textual interface." (D. Hanson, N. J.
Maushak, et al. p. 31, 1996). Collaborative work by individuals and groups is another
character in CMC when the information needs to be formed from a wide area or many
persons. The attributes of any medium and their contributions to the learning outcome
should be examined when the products come out from the gap between teaching and
learning.
1.2 Soft technologies: Instructional and Informational design research
1.2.a Intelligent tutoring systems
An intelligent tutoring system is knowledge-based with understanding,
collaborative, and multi-agent reactions. It has versatile environments such as an
explanation function and learning-by-doing with guidance. Knowledge of the real world
possessed by the learner, along with the relationship between the teacher and the learner,
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is needed in the modeling techniques. Many kinds of models are used for different
situations. The episodic learner modeling combines rule-based and case-based reasoning.
The visual reasoning model uses missing view problems to reason. The intrusion
detection model inspects the auditing message and fixes the problems caused by the
intruders. The learner adaptation model has complex dynamic domains that include
dynamic multi-level and multi-personae models. In the student model, data from the
entire student population are used to train a neural network. The student model’s system
learns how to modify the neural network's output to better fit each individual student's
performance. Some models may have a distributed architectures perspective or
mechanisms with system learning or self improved or updated by its rule probabilities.
One example is autotutor, which has semantic processing of natural language, world
knowledge representation, and multimedia interfaces, and fuzzy descriptions, select
appropriate topics and tutor dialogue moves from a rich curriculum script. (WiemerHastings, Graesser et al. 1998).
Instructional strategies or paradigms coming from the intelligent tutor system can
enable client-server explanation facilities in real-time to have cooperative learning, and
may use cognitive dissonance to deepen the learner’s cognition, repository support like
SQL tutor+, and may integrate its environment with diagnostic problem solving. When
the learner has limitations of control, one needs to check if the tutor’s on-line glossary of
geometry knowledge and the higher hint levels have been used.
1.2.b User-Centered Design of Hypertext/Hypermedia for Education
A multimedia instruction system evolves and combines from input, processing
technology, and control procedure, these three branches. The input source evolves as
data  document  database  information  knowledge  intelligent  expert.
The processing technology is evolved as  package  model system. The control
procedure is evolved as search interaction  instruct  decision making.
The criteria used for user control may come from hypertext/hypermedia’s
structural isomorphism, their disorientation, cognitive load (Eveland and Dunwoody
2001), concurrent time factor (Dattolo and Loia 2000), and collaborative control (Dattolo
and Loia 1996). Integrated access (Karp and Paley 1996) is used to find out the potential
of control. Interface is called the control in depth by “a logical framework based on
preference constraints and an initial set of preference and indifference expressions”
(Stephanidis and Akoumianakis 1997), “Human-machine interfaces for cooperative
supervision and control by several human users, either in control rooms or in group
meetings”.
1.2.c Adaptive Instructional Systems
Applications of adaptive instructional systems have characteristics across
different time states and formats:
(a) Applications: air traffic control simulator and trainer (Connolly, Johnson et al. 1998).
(b) Teaching/learning: automatic generation of instructional hypermedia (Thomson,
Greer et al. 2001).
(c) Modeling approaches: a behavioral systems-approach to adaptive computerized
instructional-design (Ray 1995), small-group massed-trial and individually
distributed trial instruction with preschoolers
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1.2.d Rich Environments For Active Learning
Designing learning environments will promote conceptual changes in science. In
this science learning space, there are emergent patterns of teaching/learning in electronic
classrooms.
Designing learning environments helps students (Vosniadou, Ioannides et al. 2001) by
taking active control of their learning, expressing and supporting their ideas, and making
predictions and hypotheses and testing them by conducting experiments. Models use
includes representational symbols and measurements. The hypothesis “ the experimental
learning environment would result in cognitive gains for the participating students” was
proved.
Science learning space (Koedinger, Suthers et al. 1998) is a vision for learning
environments that are rich in engaging content and activities, and are as instructionally
effective as a personal tutor. Science learning space combines 1) the Active Illustrations
lab simulation environment (lab/field simulations), in which data is collected, 2) the
Belvedere argumentation environment (modeling/construction tools), and 3) a modeltracing Experimentation Tutor Agent, providing just-in-time assistance in higher order
skills like experimental strategy, representational tool choice, conjecturing, and
argument.
Novel patterns of teaching/learning (Shneiderman, Borkowski et al. 1998) in
electronic classrooms provide a technologically rich environment and a support staff that
help faculty in changing the traditional lecture from its unidirectional information flow to
a more collaborative activity. These patterns enhance lectures by enriching the
technology environment and improving pedagogy. They enrich learning styles from
grouping by (a) active individual learning, (b) small-group collaborative learning, and (c)
entire-class collaborative learning.
2. Purpose
The purpose of adding educational videoconferencing into on line system for
educational instruction will bridge the educational gap with speed, efficiency, and quality
transfer of knowledge for societal and individual needs. Educational videoconferencing
can share emotion, motivation, etc other traditional technology cannot share. The quality
and integrity of educational process is dependent upon sustained, interactive
communication such as educational videoconferencing in question or interview time.
3. Review of Literature
Videoconferencing contain many disciplines which include acoustics, media,
communication, interface, techniques of wireless and satellite, video with conference,
computer, network, system, and pedagogical applications.
Multi-Media Multipoint Teleconference System starts using the 7 KHz Audio
Coding Standard at 64 Kbits/S (Taka, Shimada et al. 1988). Acoustic echo has kept
improving from 1988 to 2000 and much research has been written. The technique of
“Simulation Environment for Psycho acoustic Evaluation of Sound Pickup and
Reconstruction Systems at a Teleconference,” can create virtual sensing in the same
space (Marin, Gilloire et al. 1994). “The developed coder is adapted to code generic
audio signals at a bit rate of 64 kbit/s with a delay close to 5 ms in the 20-15000 Hz
bandwidth,”(Saoudi, Hay et al. 1999). Developing Critical Communities in an Audio
Teleconference Context can use acoustics to fulfill critical thinking in distance education
(Anderson and Garrison 1995). For security reasons, "A Clustering Method for Sound
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Localization Transfer-Functions," (Shimada, Hayashi et al. 1994) and "Estimation of
multiple talker locations using randomly positioned microphones (method of sub array
selection)," (Kobayashi, Hokari et al. 2001) were used.
Media is used for communication and interfacing. The components of
videoconference media design in interfacing include eye contact, congestion avoidance,
and group interface. In order to increase communication speed, hands-free is enhanced.
For virtual environments, Communicative Characteristics of Small-Group
Teleconferences were investigated (Yoshida and Kakuta 1994). For security reasons,
"Identify-Based Conference Key Broadcast Schemes with User Authentication," (Chen
and Hwang 1994) was used. During interface designing, a method for predicting errors
and incidents was developed (Tijus, Richard et al. 1996). Hands-free communication
developed new optimal filtering approaches (Beaugeant, Turbin et al. 1998), mobile
communication figured out (Hwang 1999), and key graphs were applied in secure group
communications (Wong, Gouda et al. 2000).
"General aspects of digital technologies for wireless local loops," was a wireless
access design for videoconferencing. Cellular, cordless, satellite broadcasting or
terrestrial microwave distribution technologies have been utilized as wireless local loop
systems (Barbounakis, Stavroulakis et al. 2000).
The design history for videoconferencing is as follows: in 1991, broadband ISDN was
used for hypermedia teleconference (Shimamura, Masaki et al. 1991). The coding works
at that time had Model-based coding (Welsh 1991), Visualink 5000 for video codec
(Endo, Nishiwaki et al. 1991), and intelligent image coding for realistic sensations
(Harashima and Kishino 1991). In 1994, “Flexible VLSI Architecture of Full Search
Motion Estimation” was applied in video (Nam, Baek et al. 1994); forward error
correcting and priority for variable bit rate video distribution was used in an
asynchronous transfer mode (ATM) (Kaye, Anand et al. 1994); the Brehat Project service
multiplexer had been conceived as a modular architecture ATM platform with a
switching (Lemonier and Tarridec 1994). The videoconference events in 1995 had video
bandwidth allocation for multimedia teleconferences (Yum, Chen et al. 1995); eye-to-eye
contact techniques review (Rose and Clarke 1995); fundamental Bounds and
Approximations for ATM multiplexer’s applications (Elwalid, Heyman et al. 1995). In
1996, it investigated optimized connection for two types of videoconferencing (Leung
and Yum 1996); raised source models for VBR broadcasting in video traffic (Heyman
and Lakshman 1996); and provoked image sequences with spatio-temporal segmentation
in the object-oriented low bit-rate image coding (Wu, BenoisPineau et al. 1996). In 1997,
vision was designed as a man-machine interaction (Crowley 1997); video bridging was
considered for multipoint video conferencing (Sun, Boyer et al. 1997); and object
articulation and motion estimation was used for video production (Kompatsiaris,
Tzovaras et al. 1997). In 1998, adaptive regions from consecutive images which have
only slight changes were used as low bit-rate coding of image sequences and visual
modeling was applied for agent-based applications (Falchuk and Karmouch 1998); a
feedback based rate control algorithm was used for multicast transmitted video
conferencing (Smith, Mutka et al. 1998); 3-D model-based unsupervised procedures were
put to videoconference for the segmentation of multiview image sequences using
multiple sources of information (Kompatsiaris, Tzovaras et al. 1998); provided visual
coaching and visual control by video mirroring and iconic gestures to enhance basic
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videophones (Conway and Cohen 1998). In 1999, 3D object articulation and motion
estimation was preceded by model-based stereoscopic videoconference image sequence
analysis and coding (Tzovaras, Kompatsiaris et al. 1999); multimedia synchronization in
videoconferencing application was enforced by new architecture (Owezarski and Diaz
1999); and H.323 absorbed the merits from ATM and allowed different Quality Of
Service requirements for audio and video by using RTP/RTCP mechanism to adapt media
quality to the capabilities of the terminals (Grilo and Nunes 1999). In 2000, a movementstructure dual approach was used to reconstruct robust 3D face (Peyronny, Burdin et al.
2000); tractable model for traffic was available (Xu, Huang et al. 2000); statistical modelbased video segmentation was used to enhance 1996’s topic (Luo, Eleftheriadis et al.
2000); multipoint videoconferencing needed congestion control (Leung 2000); adopted
tracking and spatiotemporal segmentation of objects for visualization of image sequences
(Kompatsiaris and Strintzis 2000). This year, a feedback control model is designed for
managing quality of service in multimedia communications (Bordetsky, Brown et al.
2001).
A desktop computer terminal with broadband-ISDN was used to receive and send
videoconference with a personal Multimedia-multipoint Teleconferencing system in 1992
(Masaki, Yamaguchi et al. 1992). Image Transmission Device Gt-1000 for HighResolution was designed in 1994 (Wada, Murakami et al. 1994). Human images were
generated by computer graphics with eye-animation and feeling of gaze line in 1995
(Morii, Kishino et al. 1995). In 1998, a time-efficient architecture with layers and
mechanisms allowed the system to do the logical relationships and timed interval
semantics which had selected synchronization senses (Owezarski, Diaz et al. 1998).
The designs for videoconferencing being used in the network had multimedia group
synchronization protocols in 1996 (Akyildiz and Yen 1996), a gamma autoregressive
video model on ATM networks in 1998 (Xu and Huang 1998), and "Design,
implementation and test of a RSVP agent based on a generic QoS API," (Majoral-Coma,
Martinez-Alvarez et al. 2000) in 2000.
System designs for videoconferencing included Italsat system (Martinino, Saitto
et al. 1992), Moving Picture Coding System (Huang and Wu 1994), Dice Multisite
Satellite Videoconference System (Hughes, Horle et al. 1994), Multipoint Virtual Space
Teleconferencing System (Noma, Kitamura et al. 1995), Coherent optical systems
(Bachus, Almeida et al. 1996), adaptive synchronous Multipoint multimedia
teleconference system (Liu, Xie et al. 1996), Design necessities for future teleradiology
systems (Bahner, Engelmann et al. 1997), ISIS project demonstration system (Carducci
and Giubilei 1997), stereoscopic viewpoint synthetic object-based system (Ohm and
Izquierdo 1997), medical image processing and orthopedic surgical simulation
teleconference system (Choi, Park et al. 1998), System of telemedicine services
(Bujnowska-Fedak, Staniszewski et al. 2000), an integrated system of telemedicine for
minimally invasive surgery (Masero, Sanchez et al. 2000), an agent architecture for
strategy-centric adaptive QoS control in flexible videoconference system (Bordetsky,
Brown et al. 2001), and agent domain knowledge for flexible videoconference system
(Lee, Karahashi et al. 2002).
Pedagogical designs for videoconferencing covered in medical education and
distance learning contained "Telematics and telemanipulation in surgery,"(Schurr,
Kunert et al. 1998) "Remote stereotactic visualization for image-guided surgery:
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Technical innovation," (Millesi, Truppe et al. 1997) "KAMEDIN: A telemedicine system
for computer supported cooperative work and remote image analysis in
radiology,"(Handels, Busch et al. 1997) "A system for the remote access of centrally
stored data of patients suspected of malignant hypothermia- A prototypical development
for the Internet. Objectives,"(Baur, Kranawetter et al. 1998) "An integrated platform for
cooperative teleteaching,"(Villemur, Baudin et al. 1998) and "New educational strategies
for training information professionals: Building awareness, concepts, and skills through
learning technologies." (Sievert, Johnson et al. 1997)
4. Methodology
An experimental study is used and statistical significance is the information provided
by the experimental method. Any change in the posttest can be attributed only to the
experimental treatment when the researcher establishes suitable controls. An analysis of
variance can be done to determine whether the mean scores of those groups differed
significantly from each other (the experimental group is significantly different from the
control group). The analysis of variance can yield a statistically significant F ratio.
Follow-up t Tests can reveal experimental group had significantly more posttests than the
control group. From the mean value, standard deviation, and F value (variance
comparison) can be predicted if the experimental group mean is higher than control
group. If the F value exceeds the critical value for F, the null hypothesis will be rejected
(H0 : mean of experimental group = mean of control group). The same F value can test
the effect of test occasion in the simple repeated measures of ANOVA analysis. The test
statistic for two null hypotheses of two-way ANOVA is the F ratio.
The advantage of the experimental study is that it is the most powerful
quantitative research method for establishing cause and effect relationships between two
or more variables. The disadvantage of the experimental study may come from
experimenter bias that will affect the participants' behavior. Treatment fidelity may be
affected by the experimenter's failure to follow the protocol effect, or if implemented
conditions are not conformed to the researcher's specifications for the treatment. Strong
or weak experimental treatments will decide whether there was a significant effect on the
dependent variable or not. In a one-shot case study, researchers are limited to study a
single group of individuals. Another issue in experimental study is that random
assignment is hard to achieve in field experiments.
5. Conclusion
Mary has a little lamb -- audio transmitted by telephone. If we want to know how tall
the lamb is, how long the fur is, we must give more description to result a clear
communication. All the descriptions plus the outline and more and more information will
be transmitted by video instantly. If word and sound are equivalent as one dimension,
video is equivalent to two dimensions and physical reality is three dimensions, then the
interaction from physical reality is faster than video. In the same way, the interaction
from video is faster than word or sound. Apparently, if one stone flies to hit you, you
must take avoidance action immediately. Additionally, the interaction from audio and
video is not the same. Audio signal is a stream; and visual signal is multi-threads.
In the traditional classroom, teachers and students are always face-to-face.
Educational technology is always progressing, but the application of previous technology
always has its limits and the progressing will only reach another front of limits. Within
the technological limits, the application will be accepted and spread. When the
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interaction between user and machine cannot work, humanity will extend the
technological limit and apply technology properly. Educational videoconferencing links
users and technology together by faster interaction than other technology.
Every teacher has their own personal interaction with their students. How can we
keep traditional interaction when interaction moves on-line? Teacher may let student
present how he solve the question and an idea before classroom by both face-to-face and
videoconferencing, then teacher interact with his way of teaching. Teachers may
interview students with a lot of questions and see how the deep comprehension the
student has and use for next section of teaching. Interactions are applied by teachers in
many ways which may make them interact with each other. In order to preserve
traditional interaction, I propose standardized videoconferencing technology.
The traditional classroom provides space for students to learn and to discuss. The
teacher, like a bus driver, moves students to the place they all decide to go. A
videoconferencing system also needs an information bus to improve performance. The
criterion is that students must have a face-to-face classroom discussion function. A chat
room enables students to interact with each other. The optimum way to interact is handsfree with low cognitive loading. Educational videoconferencing will achieve these points
to enhance the communication. Once the educational videoconferencing fulfills the
function of the traditional classroom, the barriers to the entire world will disappear,
surpassing the traditional classroom. The information from the entire world is like a train
linked together, and bringing people together under the truth is what we are striving for.
When an instructor is adding educational videoconferencing, they may need the new
system design. There are three new design methods that have arisen from the emerging
technology. First is the development of alternative design strategies which build rich
scenarios for problem-based teaching and learning. Second is the rapid prototyping of
innovative designs and strategies that can be modified through successive iterations.
Developing products of unknown initial design need rapid prototyping to offer a flexible,
nonlinear approach to design. Strengths, limitations, and cost effectiveness are three
main research factors in this field. Third is the hybridization of analog technologies into
digital formats. The new digital formats should be optimally organized, configured, and
accessed to support teaching, learning, and thinking processes. Learning with media with
drafting, shaping, and executing three stages will help the world get through the 21st
century.
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