Running head: Improving Student Experience with Multi-Media Technology and LMS
Improving Student Experience with Multi-Media Technology
and Learning Media Software
University of Maryland University College
OMDE Capstone Paper
Submitted to:
Professor Stella Porto and Professor Linda Smith
Professor’s of OMDE670 Capstone
UMUC
Prepared by:
Megan E. Ford
Student of OMDE670 Capstone
UMUC
April 19, 2010
Improving Student Experience with Multi-Media Technology and LMS
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TABLE OF CONTENTS
Abstract………………………………………………………………………………………… 3
Introduction……………………………………………………………………………………. 4
Literature Review……………………………………………………………………………… 7
Introduction……………………………………………………………………………… 7
Isolation is Both Good and Bad…………………………………………………………. 8
Synchronous and Asynchronous Multi-media Technology……………………………… 9
Conclusion……………………………………………………………………………… 10
Methodology…………………………………………………………………………………… 13
Learning Media Software—the New Learning Tools………………………………………. 14
Synchronous and Asynchronous Tools…………………………………………………. 14
Text/Audio/Video Conferencing……………………………………………………….. 16
Podcasting Audio and Video Lectures…………………………………………………. 17
Skype-ing into Class…………………………………………………………………… 19
Learning Media Software Analysis………………………………………………………….. 20
Adobe Acrobat Connect Pro…………………………………………………………… 21
Wimba Classroom 6.0………………………………………………………………….. 22
Elluminate Live………………………………………………………………………… 24
Research Results……………………………………………………………………….. 25
Usability Table…………………………………………………………………. 26
Pedagogical Table……………………………………………………………… 27
Future Development of Distance Education…………………………………………………. 29
Conclusion……………………………………………………………………………………... 32
Bibliography…………………………………………………………………………………… 34
Appendix……………………………………………………………………………………….. 39
Key Terms……………………………………………………………………………… 43
Additional Reading……………………………………………………………………. 45
Megan E. Ford
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Abstract
Research suggests incorporating multimedia elements into a distance education
classroom, improves student experience, increases retention, and reduces attrition rates. This
paper proposes the same theory, multimedia technology as a necessary component of distance
education, and utilizing the research at my disposal I prove this theory to be accurate. To
properly incorporate multimedia technology, I suggest the use of learning media software
(LMS). LMS maximizes the potential of multimedia by incorporating several media mediums
into one succinct, easy to use program. Of the hundreds of LMS programs available, my research
will focus on the following three: Adobe Acrobat Connect Pro, Wimba Classroom 6.0, and
Elluminate Live!. These programs were chosen based on simple criteria, they are ranked as the
best in the industry, and currently utilized by several online universities. I investigate these
programs utilizing the QWS method as presented by Baumgartner and Payr. The purpose of my
analysis is to emphasize the need for media analysis to ensure quality LMS programs are being
utilized and university needs are being met by these programs. My research concludes with a
discussion on the impact of multimedia use in distance education, and what needs to be done to
positively and proactively exploit what this medium has to offer. In conclusion, my research reaffirms the need for multimedia content in distance education, and LMS programs indeed
improve upon student experience.
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Introduction
Multi-media technology and learning media software improve student performance,
increase student-student and student-faculty interaction, and are pedagogically relevant to
student success and the future development of distance education classrooms. The purpose of
this paper is to show how multi-media technology and its relevant learning media software can
positively impact adult learners enrolled in distance education courses. The aim taken is intended
to complement rather than compete with other proposals about multi-media use in distance
education classrooms. The vast research about this topic is used as a basis of proof to my
proposed theory. As part of my research I will analyze three key learning media software (LMS)
programs: Adobe Acrobat Connect Pro, Elluminate Live!, and Wimba Classroom 6.0. Analyzing
LMS programs are equally important as blending this technology into the classroom environment
to improve student interaction, reduce transactional distance, and improve learner retention.
Before I delve deeper into this discussion let’s nail down a good definition of multimedia technology. According to Mao Neo and Ken T. K. Neo, faculty at Multimedia University
in Malaysia, multimedia is “the combination of various digital media types, such as text, images,
sound, and video, into an integrated multisensory interactive application or presentation to
convey a message or information to an audience” (Kafai 1997). This is a good definition as it
implies it is the combination of these elements that create the whole. Learning media software
can take all of these elements and create a fully interactive learning experience for the student.
Andrea Shephard proposed many valid benefits of using multi-media in learning,
particularly in the case of older students. She discovered five specific learner benefits; they are
(n.d.):
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1. Providing alternative perspectives-A medium other than text provides the clarification the
learners need.
2. Higher interactivity- Learners become active participants rather than a passive observer.
3. Accelerated learning - Learners are able to complete a given set of educational objectives in
less time than with more traditional approaches.
4. More effective learning – Retention and application of knowledge is increased mainly as a
result of the alternative perspectives and interactivity involved.
5. Acquire computer-related skills – Learners exposed to several ways of using the computer
as a tool.
A few other factors discovered by her investigation were:
1.
2.
3.
4.
5.
Increased retention of new learning,
Control over pacing and sequencing of learning,
Increase level of autonomy and focus,
Increased engagement and learning rate and,
Immediate access to support information.
Since students are separated by time and place from their professor’s and peers, it makes
it difficult to fulfill the need for social interaction. Thus, improved teaching and learning
strategies are needed to provide students not only the convenience of distance education but also
the kind of access to real-time interaction with the instructor and class peers that simulates the
traditional classroom setting (McBrien et al. 2009). Learning media software (LMS) bridges
these pedagogical gaps, by personalizing the learning environment, incorporating synchronous
meetings, and engaging the learner with visual and auditory stimulations.
Dialogue is an important part of the learning process, and learner comprehension, but this
can be difficult to achieve in distance education. As McCormack and Jones point out in their
article, Enabling Communication, communication among members of a class provides a number
of benefits including the following (1998),:

Decreasing the sense of isolation: Many students in a web-based class can feel isolated
and alone. Communication with the educator and other students can increase the sense of
belonging.
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



Increasing flexibility: By being able to quickly communicate with the professor and peers
improves student’s ability to adapt to new conditions.
Increasing variety: An environment where diverse cultures can be experienced exposes
learners to a variety of opinions and experiences.
Increasing communication experience: Lack of visual cues means students will be
provided with invaluable practice of written expressive communication to have their
voices heard.
Enabling a variety of pedagogy: Interaction in learning allows the adoption of pedagogies
that rely on interaction, such as collaborative and cooperative exercises.
In their essay Multimedia effects on learning: Design implications of an integrated model
Toby Hede and Andy Hede (2002) created an excellent visual picture of the process of multimedia learning upon the student and how the student benefits from said multi-media learning.
See Figure 1: Integrated model of multimedia effects on learning, in the Appendix. The figure
shows by adding visual and auditory sensory to leaner content there is an increase in motivation
and a reduction of cognitive overload. The most effective multi-media technology provides
learning experiences that mirror real-world experiences and allows learners to apply the content
in various contexts (Shank 2009; Woodbridge 2004). A constructivist believes students should
learn through action or life experience (Neo and Neo 2009). This is a truer form of learning.
Imagine the world of difference between merely being able to restate information and the ability
to apply the information in the course of living and working (Ford 2009; Shank 2009). By adding
effective multi-media to the learning experience, the student can visually comprehend not only
the material being taught, but where it can apply to their life or career.
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Literature Review
“The Web affords us a unique opportunity in the history of education to harness
the energy expended in discrete, local efforts to educate adult learners and their
teachers” (OVAE 2008).
INTRODUCTION
Multi-media technology is a necessary component of distance education classes and
improves student learning by reducing isolation and Moore-like “transactional distance” (Moore
& Keegan 1997). Michael Moore (1997) explains transactional distance as a concept describing
the universe of teacher-learner relationships that exist when learners and instructors are separated
by space and/or by time. McBrien et al. (2009), Park & Bonk (2007), Charles Juwah (2006),
Blau & Caspi (2008), and Rovai & Barnum (2003) all touch on the fact student isolation—i.e.
isolation from professor and peers, by time, space, and environment—can lead to a breakdown in
the teacher/learner dynamic as it becomes increasingly difficult to communicate with each other.
However, transactional distance can be found in any educational medium, not just
distance education. As pointed out by Rumble (1986), for example, that in any educational
program, even in face-to-face education, there is some transactional distance (Moore and Keegan
1997). Distance education can be as effective as traditional instruction provided: (a) the methods
and technologies used are appropriate to the instructional tasks, (b) there is student- student
interaction, and (c) there is timely teacher-to-student feedback (Rovai & Barnum 2003). Multimedia technology allows for the immediate interaction between “learner-instructor, learnerlearner, and learner-content utilizing synchronous (live audio/video/text chats) and asynchronous
(audio/video lectures, discussion boards, e-mail) to communicate among each other” (Sutton
1999).
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The appropriateness of technologies is a key phrase. As Sir John Daniel observes,
technology should be used by universities to transform thinking, however, there must be clear
institutional aims if technology is implemented into a curriculum (Daniel 1998). Choosing the
correct multi-media technology medium is very important in providing the best learning
experience possible, and allowing for multiple learning styles.
ISOLATION IS BOTH GOOD AND BAD
J. Lynn McBrien et al. (2009); and Charles Juwah (2006) found multi-media reduced
social isolationist feelings, improved learner retention, found higher engagement and
interactivity among students, and increased levels of focus. The use of synchronous and
asynchronous media improved a student’s perception of learning and enhanced its quality. The
ability of the student to pause, rewind, and review a lecture not only helped them to better
engage the material, but also to retain and apply it.
Another keen aspect to distance education is, in fact, isolation. Students appeared less
afraid to interact with their peers and to take chances verses in a face-to-face medium. This
theory of cognitive chances was discovered by Ina Blau and Avner Caspi (2008), emotionally
and cognitively students were more willing to take risks—meaning higher participation,
interaction, and were less afraid of making mistakes verses in a face-to-face environment. It is
interesting to note how isolation from other students fosters fearless participation, whether
classmates are known, or unknown.
Multi-media technology also addresses the issue of multiple learning formats. As Mayer
points out, “humans possess visual and auditory information processing capabilities, multimedia,
takes advantage of both capabilities at once” (2001). Digital technologies for learning, such as
self-paced learning modules, multimedia case studies, simulations, video tutorials, and
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communications and assessment tools, can increase the array of learning opportunities for adult
students and their teachers (OVAE 2008). By incorporating learning media software the student
can independently choose how they want to learn the material, whether it is listening to pod
casted lectures, reading text material, interacting through video or Skype conferences, viewing
presentations, etc. The possibilities are truly endless that all students can maximize their own
learning talents to help them better understand the material. Having both visual and auditory
stimulations the students are able to reinforce the material in multiple formats (Mayer 2001),
plus the ability to save this material for later review increases the chance they will succeed
(Education Online 2010). As was shown by a study performed by Carter, students who watched
lecture podcasts scored an average of 71 percent higher, versus students who sat through a 30minute classroom lecture (2009).
SYNCHRONOUS AND ASYNCHRONOUS MULTI-MEDIA TECHNOLOGY
The multi-media technology in place and in use by many distance education universities
is synchronous and asynchronous in nature, utilizing either one model or both. Synchronous
technology requires students to participate at an agreed upon time each week or each month.
Everyone is present and engaging one another in conversation, whether it is text based, audio, or
video conferencing. The most common form of synchronous technology is text based chats. It is
the simplest medium where one’s Internet speed is irrelevant, and all students can congregate,
instantly chat, and freely ask questions of the professor. Students are also more likely to engage
in a text based chat, versus video or audio, due to the ability to remain anonymous as discussed
by Blau and Caspi (2008).
Asynchronous technology is passive in that the user is not actively engaging, but listening
or watching instead. Audio lectures, video lectures, and presentations are all asynchronous in
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nature and allow the student to participate anytime they wish, remain anonymous but still
interactive, and can save the lecture for future reference.
The many types of synchronous and asynchronous technologies are listed in the chart
below.
Synchronous & Asynchronous Media Technologies
Key: S (Synchronous), A (Asynchronous)
Text
Audio
Video
Presentation
Instant Message (S)
Podcasts (S, A)
Podcasts (A)
PowerPoint (A)
Skype (S)
Skype (S)
DVD (A)
White Board (S, A)
Yahoo Messenger (S)
CD (A)
YouTube (A)
Adobe Flash (A)
Message Board (A)
MP3 (A)
Video Conferencing (S)
Direct-Broadcast
E-Mail (A)
Web Conferencing (S)
Satellite (S, A)
Web Conferencing (S) Internet Radio (S, A)
Wikis (A)
Blogs (A)
Print Materials:
Textbooks, etc. (A)
The development of educational media software has grown intrinsically as distance
education has grown. There are multiple companies providing synchronous and asynchronous
software platforms, but I have chosen to analyze three multi-media software products whose
software has been tested, and implemented by universities, those are: Adobe Acrobat Connect
Pro, Elluminate Live!, and Wimba Classroom 6.0. It is important to analyze educational media,
particularly before it is implemented into an educational program. It is easy to become enamored
by all the ‘bells and whistles’ of media technology, but technology alone will not teach a class or
produce qualitative results (Abrami et al. 2006; Daniel 1998; Park and Bonk 2007). Therefore
this is why analysis should discuss what the software has to offer, how it can benefit the learning
platform, will it benefit the learner, is it distracting to the user or difficult to use, and is it
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feasible? The last part will be left out from my analysis, as feasibility is a specific university
issue, and what works for one will not necessarily work for another.
CONCLUSION
In the beginning distance education classes were conducted without the use of multimedia technologies; instead classroom discourse chiefly relied on asynchronous technologies
such as message boards and e-mail. Students participated by answering weekly discussion
questions, responding to other students, and passively interacting. At the time when distance
education was just getting started this was a good medium to use, the technology was cheap and
easy to integrate. Today, however, the synchronous technology available is superior, less
expensive than in past, easily integrated into a user-friendly platform, and is demanded and
expected by students. Students can learn without the use of fancy synchronous technologies, but
their quality of learning and retention will be lower as shown by the research from: McBrien et
al. (2009); Juwah (2006); Bates (2005); Neo and Neo (2009); and Shank (2009).
This technology cannot be ignored, as we move ever further into an ‘iPhone’ dependent
world, more students will come to expect the same synchronous technology found in their
Xbox’s within their virtual classroom’s as well. If virtual universities want to maximize student
retention, then they need to realize the full potential synchronous multi-media software has to
offer them (EASA 2010). This literature review has shown the necessity, purpose, and practical
pedagogical use of multi-media technology and its relevant media software. The technology
maximizes student performance, material retention, interaction, social engagement, provides the
learner with a quality, well-rounded learning experience, and accounts for differing learning
styles by stimulating the brain with both auditory and visual mediums (Angelino at al. 2007;
Shephard n.d.; Neo and Neo 2009; OVAE 2008) The research is sound in their support of multiMegan E. Ford
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media technology (Neo and Neo 2009), it has been accepted by many universities—as of 2005,
96% of U.S. universities offered online courses—and is demanded by students (Allen & Seaman
2006). It is time to break away from tradition and the past, and embrace what is in front of us
(Reid 2009).
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Methodology
The methodology used in this paper is a combination of researching the positive aspects
and necessity of multi-media technology and learning media software (LMS) in online
classrooms, plus a detailed analysis of three learning media software programs—Adobe Acrobat
Connect Pro, Elluminate Live!, and Wimba Classroom 6.0
Utilizing this research, I will prove my thesis that multi-media technology and LMS does
improve the student learning experience.
The purpose of analyzing learning media software is both part of my research quest and a
necessary part of determining what types of learning media should be adapted and incorporated
into an online classroom program. Proper analysis of LMS prevents the implementation of media
that is either un-necessary or not pedagogically relevant.
Megan E. Ford
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Learning Media Software—the New Learning Tools
Many scholars have always considered two-way communication in distance education
important and ways have been sought to replicate, or, make up for the lack of face-to-face
communication in the conventional classroom (Deguara 2002). Learning media software, or
LMS, solves this problem by providing immediate two-way communication and interaction
between student-student and student-faculty. Synchronous LMS in particular provides the most
immediate two-way communication feedback many distance education students are looking for
(McBrien et al 2009; Park & Bonk 2007). The faculty member can host live video, audio, or textbased conferences, where students have the opportunity to participate by asking questions,
interact with peers, and achieve a better understanding of the material. The best aspect of LMS is
the ability to save broadcasts for future use by both faculty and students. This allows for further
reinforcement of the material by students.
Below is an in depth analysis of the available LMS tools, what they can accomplish
pedagogically, and how they have been incorporated into current university programs.
SYNCHRONOUS AND ASYNCHRONOUS TOOLS
Synchronous means, occurring at the same time or at the same rate or with a regular or
predictable time relationship or sequence. Synchronous learning involves the immediate
exchange of information between tutor and student and peer to peer. This is achieved through
text chats, videoconferencing, audio-conferencing, or all of the above blended together.
Essentially a synchronous event must involve multiple parties logging on and participating at the
same time. Although the synchronous mode of delivery requires all participants to log on at the
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same time, it does allow for immediate feedback and response time that contribute to the creation
of a sense of community between class members (Kurtz and Porto 2006).
Timing is the biggest hurdle to synchronous events, because students and tutors are
separated by time and space, attempting to get everyone in one spot at one time can be a
daunting task. This was the case for a synchronous conference I participated in at University of
Maryland University College. There were only four of us and we had a 10 to 12 hour time
difference between ourselves. This meant while I was logging on late morning, someone else
was logging on in the middle of the night. Although synchronous events are the simplest
methods in reducing the distance between students, they are not perfect (Ford 2009; Kurtz and
Porto 2006). This is where asynchronous methods come into play. Asynchronous does not mean
boring static exchanges on a message board. It can involve audio lectures and video
demonstrations a student can access at anytime (Campbell 2008; EducationOnline.com 2010;
Zanten 2008). At least then students do not miss out on the feeling of incorporation, they still see
and hear what is going on and can participate on their time schedule (Ford 2009;
EducationOnline.com 2010).
Asynchronous learning occurs sporadically, where it could be days before a response or
comment is given. This type of learning does allow for greater flexibility, you can log on at any
time and post your work. Students are allowed to continue in dialogue on their terms within the
given structure (Kurtz and Porto 2006). In a strict asynchronous setting however, distant students
report feelings of isolation and loneliness in purely asynchronous online study settings due to the
lack of immediate social interactions typically found in face-to-face instructional settings (Kurtz
and Porto 2006).
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Many have pondered whether one method is better than the other, but I believe the two
can complement each other. In other words, I believe in a blended approach. By using a blended
method of synchronous and asynchronous media you reduce the isolation felt by students while
still encouraging student autonomy (Ford 2009; Blau & Caspi 2008; Kurtz and Porto 2006).
TEXT/AUDIO/VIDEO CONFERENCING
Text, audio, and video conferencing can be done synchronously and asynchronously.
Often text-based chat seminars are utilized by universities as a means to conduct lectures and
garner interactive cognitive participation by students. From personal experience text-based chat
sessions are a good way to reinforce the weekly material, and to allow immediate two-way
communication between student-faculty and student-student (McCormack & Jones 1998).
Another use of text-based conferencing is the asynchronous discussion board, a structured utility
whereby faculty poses thought-provoking questions to students that can be answered anytime
within the given structure (Kurtz and Porto 2006).
Audio, like text, can be utilized synchronously and asynchronously. Its application is
unique in that students have the ability to interact vocally with each other. Educational
researchers (both traditionalist, constructivist, and online) agree hearing and seeing your
professor enriches and aid’s the learning experience incorporating those all important tone and
inflection cues, often missing from text-based asynchronous classrooms (WIU 2008-2010;
McCormack and Jones 1998; McBrien et al. 2009). This approach addresses both the visual and
the auditory learner, simulating a traditional classroom environment, as well as providing a
visual image of the instructor, personalizing the distance-learning environment.
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Another form of technology being used to enhance distance learning is video
conferencing. Video conferencing is a relatively new medium, as it is rapidly becoming a lowcost technology due to the popularity and ease of use of podcasting. Yuping Wang discovered in
his research study, Supporting synchronous distance language learning with desktop
videoconferencing, that the present generation of Internet-based desktop videoconferencing tools
are capable of supporting oral and visual interaction in distance language education (2004).
Video conferencing literally brings the professor into your living room. This is an important
learning aspect as it personalizes the learning environment, as with audio, and it bridges the
teacher/learner communication gap by including important visual cues.
PODCASTING AUDIO AND VIDEO LECTURES
Podcasting is becoming an increasing popular form of broadcasting audio and video
lectures, practiced by many virtual and traditional universities including: Indiana UniversityPurdue University, Duke University (who provided all incoming freshman with iPods to assist
them with their studies), Stanford University, Berkeley, Colorado Technical University,
University of Phoenix, Western International University, etc. Podcasting is a viable technological
option for online universities to consider implementing. It is a low-cost technology based on
Really Simple Syndication (RSS), simple to upload content. Audio/video content can be
automatically downloaded onto students’ computers or mobile device such as iPods or other
MP3 playback devices, and it is easy to use (Zanten 2008).
Because you can download these “broadcasts” and listen to them at any time that is
convenient for you, they are incredibly valuable in the world of online learning
(EducationOnline.com 2010). Podcasts are both synchronous and asynchronous in nature, they
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can be conducted live with active student participation, they can be streamed live without
participation, and best of all they can be downloaded and saved by the student for future use or
reference, truly making this technology universally pedagogically relevant to online studies.
The Center for Teaching and Learning at Indiana University-Purdue University produced
some tips for academic podcasting. The author, Gardner Campbell states, “Podcasting can reveal
to students, faculty, staff, communities—even the world—the essential humanity at the heart of
higher education” (2008).
Campbell goes onto list the pros and cons of podcasting lectures and podcasting
supplementary materials.










Podcasting Lectures
Pros
Allows students to review material for better understanding.
Makes up for what the student could not copy during class.
Allows students to review when it fits their schedule.
Aids students learn on a pace that is comfortable to them.
Lectures could be listened to before class to allow for in-class time to be devoted to
discussion only.
Keeps a log of the semester’s lectures for archive and professor review and selfimprovement.
Information can be shared to colleagues or to students not currently enrolled in
podcasting course, thus promoting interdisciplinary study.
Cons
Potentially allows students to miss lecture.
Adds no additional information to the course.
Opportunities for interaction among other students and instructor may be lost.
Podcasting Supplementary Materials




Pros
Allows a forum for students to explore topics at a greater depth beyond the classroom.
Can be used from year to year to allow access to speakers or roundtable discussions that
may not fit in scheduled class time.
Provides freedom for academic exploration of a topic beyond the classroom.
Possibilities are endless as the time constraints of the course won’t be affected.
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

Cons
Time above class time schedule is needed to produce such content.
Care must be given to retain relevancy to course and benefit to student.
(Campbell 2008)
Also see Figure 2: Ideas for Using Podcasting in the Classroom, a list populated by
Gardner Campbell for the academic use of podcasts.
To the naysayers who believe virtual education or online distance education will
denigrate higher education and destroy the special relationships instructors have with their
students and students have with each other (Rovai and Barnum 2003; Beaudoin 2009),
technology such as podcasting undeniably proves them wrong (Campbell 2008;
EducationOnline.com 2010; Zanten 2008; ). Student response to the podcast lectures was
extremely positive with a large majority of students enjoying the flexibility of podcast lectures
for review (Watson and Boggs 2007), and requested the future standardized use of podcast
lectures. The ability to pause and rewind podcast lectures can give students the edge in studying
and memory recall of information. It can be difficult trying to keep pace with a speaker in a large
lecture room, attempting to take accurate notes, straining to remember all that was said. Podcasts
can minimize inaccuracies, and let the student digest the information at their own pace.
SKYPE-ING INTO CLASS
Skype is free software enabling individuals to make calls using their computer to anyone
in the world. It is free to make calls to other Skype users, and a small fee is charged to call nonSkype users. Skype has been used to connect students with other students around the world,
students to faculty, and has even been used to contact book authors for lectures. Why just read
the book when you can Skype the author and hear first-hand accounts and opinions (Foote
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2008)? By utilizing Skype students have been able to freely converse among themselves, with
their professor, and engage in enlightening discussions with the very authors of their textbooks to
gain a better understanding of the material they are reading. To reference McCormack and Jones
(1998) “communication provides crucial benefits to the learning process”, and Skype fulfills this
educational and social void.
More examples of classroom usage of Skype:
At Marquette University, Spanish students hone their foreign language skills with
frequent webcam chats with their English-learning counterparts in South America.
Professor Janet Banhidi, the brains behind the virtual language exchange, said
Skype conversation gives students a surprisingly authentic experience. As a
teacher (and fluent speaker), she can only give her students limited 1-on-1
attention. With Skype, every student has weekly access to a free personal tutor.
(Ferenstein 2010)
Skype bridges geographical gaps. To prepare for exams, seven doctoral students
at the University of Michigan at Ann Arbor held weekly study sessions on Skype.
Liz Wason, a student who spent the summer at the university’s biological station
in Pellston, Mich., called Skype “an exciting, real-time way of staying connected”
(Lipka 2008).
Learning Media Software Analysis
Learning media software (LMS) to support distance education classrooms is a new
industry and is one that has been under-researched. The development of collaboration tools has
been the main focus of many software companies, mainly synchronous collaboration tools such
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as Elluminate, Centra, Wimba, Interwise, Adobe Connect Pro and Connect Now, and many
others. Much of the software mentioned share similar attributes. They allow students and
instructors to communicate orally, exchange messages through typing, upload PowerPoint
presentations, transmit video, surf websites together, and more (McBrien and Jones 2009; Bonk
and Park 2007). The three that I will focus on and are the more widely used are Adobe Acrobat
Connect Pro, Elluminate Live!, and Wimba Classroom 6.0.
As mentioned above, there are hundreds of software programs and platforms that can be
integrated, but which are the best and how can you determine that? During the early nineties,
before the mass explosion of media technology, researchers like Baumgartner, Payr, Oppermann,
and Scriven to name a few, concluded there needed to be a set of guidelines by which to judge
multi-media programs. There is no true set of weights since all media is designed differently and
implemented differently by many professors, but as Scriven points out the evaluation process
does determine the “merit, worth and value of things, and evaluations are the products of that
process” (1991). By at least determining this much we can conclude whether or not a media
program is worth implementing and will add to the learning experience.
Below are summations of the three chosen learning media software, what they can
accomplish and analyses of their usability and pedagogical relevance to supporting distance
education classrooms.
Adobe Acrobat Connect Pro
Adobe Acrobat Connect Pro allows you to stream video, audio, and interact in a live
virtual classroom (Adobe Systems 2010). The software allows professors to create quizzes,
tutorials, simulations, and high-impact presentations using PowerPoint with the ability to add
narration, animation, and interactivity. It is very comprehensive software, with ease of user
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access. All students need to participate is a web browser and Adobe Flash Player software.
Adobe’s ability to enable both live and on-demand training sets the Adobe solution apart from
traditional learning management systems (Adobe Systems 2010). Acrobat Connect Pro offers a
complete eLearning solution that includes four necessary components for the successful transfer
of knowledge (Petersen & Owens 2008):

Easy content authoring -- subject matter experts, rather than tech experts, can
rapidly create presentations and eLearning training course content with ease. Simpleto-use tools assist with design and publishing, producing an engaging and quality
presentation each and every time.

Live virtual classrooms -- instructors can connect with students using audio, video,
and interactive simulations to address a variety of learning styles, just like they would
in a physical classroom. Other features, such as public & private chat, as well as
Q&A, ensure high levels of comprehension and learning.

Curriculum management and tracking -- instructors can easily manage their
curriculum using tools within the Connect Pro solution. Learner participation and
quiz scores for course credit can be tracked within the virtual classroom. Reporting
tools give instructors a clear view into learners’ progress, without having to spend
hours grading assignments after class time.

Convenient content management -- user administration, tracking, reporting, and
integrated content management is readily available across all Acrobat Connect Pro
applications through a fully searchable content library.
See Figures 3 and 4: Screen shot image of Adobe Connect Pro classroom environment, and a 3step image depicting the ease of use and implementation of Adobe Connect Pro.
Wimba Classroom 6.0
Wimba offers several different collaborative suites offering clients a host of benefits. For
this paper I will be reviewing and analyzing Wimba Classroom 6.0 their most comprehensive
and robust suite specifically designed for education. See Figure 5: Wimba Classroom example.
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Wimba Classroom allows educators and students to build relationships by
combining interactive technologies with instructional best practices. Educators
and students can engage in verbal and nonverbal communication to increase
psychological closeness among learners. (Wimba 2009)
Like Adobe Acrobat Connect Pro, Wimba offers many of the same collaborative tools:
multi-way video and audio; polls and quizzes, public and private chat; but beyond this Wimba
offers even more interaction. Such as application sharing, flexible content area, classroom
archiving, and MP3 and MP4 downloads. I am just skimming the surface of what Wimba has to
offer, and they are quickly becoming the number one provider schools turn to for virtual
classroom content, see the comments below for professoriate reactions to the use of Wimba in
their classrooms.
“Online courses that use Wimba in addition to the Blackboard environment have a
5-7% higher retention rate than online courses using Blackboard alone. Seven
percent is a very meaningful number when students who usually can’t sign up and
complete courses are now signing up, completing, and loving their experience,”
said Lisa Frazier, Curriculum Development/Instructional Technology at Great
Basin College. (White Paper 2008)
Manuel Frutos-Perez, Deputy Manager, E-learning Development Unit at
University of the West of England, Bristol states, “We have found that the
flexibility that the Wimba tools provide is extremely useful. It is a Suite of tools
that can cater to different needs and abilities across our entire institution.” (White
Paper 2008)
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A good case study in support of Wimba Classroom 6.0 use is Academic Research Makes
a Case for Wimba. You can find this case study listed under the Additional Readings section of
the paper.
Elluminate Live!
Elluminate Live! is a virtual environment enabling communication and collaboration to
occur among as many as two hundred students at a time (Elluminate Live 2010). They also have
a unique collaborative communications framework ensuring all students are in sync, regardless
of computer platform or Internet speed. An added bonus to this particular platform is there, No
User Left Behind technology. What this means, is all students, even those with disabilities, get a
richer, more interactive learning experience (Elluminate Live 2010).
In support of the Americans with Disabilities Act (ADA), Elluminate Live!
provides a variety of features that promote accessibility, including keyboard
access to menus and dialogs, closed captioning, enlarged video, user-defined
color, screen reader compatibility, and more. (Elluminate Live 2010)
The kind of LMS Elluminate Live! provides are similar to both Wimba and Adobe
Connect Pro. Such tools include text chat, two-way Voice-Over Internet Protocol (VOIP) audio,
video, real-time presentation, breakout rooms for small group activities, white board
presentations, class polling instruments, and application sharing (McBrien et al. 2009;
Elluminate Live 2010).
See Figure 6: Screen image of Elluminate Live classroom page.
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RESEARCH RESULTS
The evaluation formula used to assess these learning media software programs is based
on the Qualitative Weight and Sum (QWS) described by Baumgartner and Payr. QWS is more
effective than a numbered scale, which are only legitimate on a linear scale. As Baumgartner and
Payr state, “this [QWS] ordered list can either be used for grading, e.g. for cutting off a certain
proportion of evaluands either on top or on bottom of the list, or it can be the basis for
determining a “winner” and a ranking of results” (1997). To determine these results the use of
symbols are employed, as stated by Baumgartner and Payr: * = meets standards, # = partially
meets standards, + = marginally meets standards, and 0 = does not meet standards. The principle
explanations are based on the EASA table of criteria and Reinhard Oppermann’s (2002) system
characteristics.
The two areas of research I will be focusing on are: Usability Criteria and Pedagogical
Criteria. Usability criteria pertain to the system structure of the learning media software,
particularly the interface design of the software as described by Oppermann. Oppermann states,
“Usability is measured by the extent to which the intended goals of use of the overall system are
achieved; the resources that have to be expended to achieve the intended goals; and the extent to
which the user finds the overall system acceptable” (2002). These guidelines let us know if the
media is effective, efficient, and satisfying to the user or learner (Ford 2009). Pedagogical
criteria refer to the learner’s progress, the relevance of the material, and the effectiveness of the
media to support learner satisfaction.
Find both Usability and Pedagogical Charts below. Again the rating system is as follows:
* = meets standards, # = partially meets standards, + = marginally meets standards, and 0 = does
not meet standards.
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USABILITY
Criteria
STANDARDS
Operationalization
Rating of Application
Adobe Pro
Navigation
Flexibility &
Interface Design
Interactivity
Between User &
Software
Documents
Elluminate
Wimba 6.0
*
#
*
*
#
*
#
#
*
Is the content well organized on the screen?
*
#
*
Font size appealing; type is easy to read.
Overall quality of design and layout good?
*
#
*
Does the media program create and
encourage learner motivation?
*
*
*
The system enables users to achieve their
goals.
The system can be used by both novice and
expert user.
Can the user work independently?
#
#
*
*
*
*
*
*
*
Are required texts and tutorials available?
#
*
#
*
*
*
*
*
*
#
#
*
#
*
#
*
*
*
*
*
*
*
#
*
*
*
*
Can you easily move through the media
program?
Can the user exit the program at will and
re-enter without losing information?
Can the user easily understand how the
navigation options function?
Does the system allow for storage of works
completed?
Is there a gradebook or portfolio available
for users to track success?
Support & System
Integrity
Is there an online help support desk?
Is the media Sec. 508 compliant?
During normal use are there a minimal
amount of error messages or failures?
Functionality of
Software
Megan E. Ford
Does the software make adequate use of the
medium?
Are content and functions well organized
on the screen, easy to learn, and well
presented?
Is there the capability to share screens?
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PEDAGOGICAL
Criteria
STANDARDS Operationalization
Rating of Application
Adobe Pro
Relevance
Is the content relevant for teaching and
learning in the subject area?
Content
Is there capability for print, text, audio,
and video?
Are there graphics, diagrams or audio
allowances to ease cognitive load and
to assist with recall, concepts and
application?
Can custom learning content be created
and integrated?
Does the user have the ability to pause,
rewind, and save content?
Learning
Adaptability
User Satisfaction
Does the product provide opportunity
for real world problem solving and
authentic tasks?
Are there provisions for quick feedback
and interactivity?
Can the software be easily updated and
adapted to new contents and
teaching/learning requirements?
Can content be saved, edited, and reused later?
Does the system allow for formative
and summative evaluations by
learners?
Does the media program contribute to
further learning in the chosen subject?
Will the student feel they’ve learned or
added more to their knowledge bank?
Elluminate
Wimba 6.0
#
#
*
*
*
*
*
*
*
*
#
*
*
*
*
#
#
*
*
#
*
*
#
*
*
#
*
#
+
*
*
*
*
*
*
*
Rating system conclusions were deduced by intense research of the software, as well as
trial use to test the content and its properties.
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Results: Adobe Acrobat Connect Pro Usability 13* 5# Pedagogical 9* 3#; Elluminate
Live! Usability 8* 10# Pedagogical 5* 6# 1+; Wimba Classroom 6.0 Usability 18* Pedagogical
12*
Research results place Wimba Classroom 6.0 as the leader in LMS for design,
integration, and usability. Like Adobe Connect Pro, Wimba has a simplistic platform for users
and administrators, taking full advantage of all multi-media mediums and incorporating them
seamlessly together. Adobe Connect Pro is just as robust, and the one advantage they hold over
Wimba is accessibility. All the user needs is Adobe Flash installed on their system and they can
begin their eLearning studies. However, a disappointment to Connect Pro is their limitations for
students with disabilities, and this is where Elluminate Live! holds a slight advantage over both
Adobe and Wimba. The software is Sec. 508 compliant and can be customized to suit individual
learner needs. Although Adobe does meet Sec. 508 standards for accessibility, as does Wimba
6.0, their software does not have the same customization capabilities as Elluminate Live!.
Elluminate Live! is a good learning media software program, but lacked the seamless and smooth
integration Wimba and Adobe Connect Pro have mastered. The look and feel is intuitive to the
user, and both LMS programs (Adobe Connect Pro and Wimba 6.0) have limited to no technical
issues.
The software programs chosen for this study are considered the best in the market, and
are heavily utilized by universities. They each have their own particular merits, and each can be
easily integrated to enhance a virtual classroom. The purpose of evaluations is to determine
which software is best suited for a university’s needs, what will provide the easiest transition,
take into account user abilities, and provide the most robust virtual classroom experience.
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Now that we have taken into consideration why LMS evaluations are important, and how
this type of media can improve learner experience, we need to review future implications of the
adoption and incorporation of LMS into distance education classrooms.
Future Development of Distance Education
A few implications of media use in online education as pulled from the article, A review
of e-learning in Canada: A rough sketch of the evidence, gaps and promising directions (Abrami
et al. 2006), are:
 It’s important that instructional design match the goals and potential of eLearning.
 [More] research is needed to determine the feasibility and effectiveness of such things as
learning objects and multimedia applications.
 Properly implemented computer mediated communication can enrich the learning
environment; help reduce low motivation and feelings of isolation in distance learners.
 E-learning appears to be more effective in distance education, where technology use is
required than in face-to-face instructional settings.
The problem with current research on the impact of multimedia learning is everyone
stops short of finding a better solution. We perform countless experiments based on traditional
learning concepts, add some multimedia elements, and then wonder why we don’t see a
significant change in learning behavior (Clark & Feldon 2005; Carter 1998). The answer is
simple, using multi-media peripherals isn’t traditional, and the “profile of today’s college student
increasingly falls outside the bounds of the “traditional” student” (Wimba 2009).
Scott Reid, author of: Online courses and how they change the nature of class, writes:
Online courses are a disruptive technology in the sense that it requires different
pedagogical methods which may not yet be fully understood. In many ways it is a
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break with the past and requires professors to rethink their teaching practices. Just
as the role of teachers and professors have been determined or greatly influenced
in the past by the availability of certain kinds of technology, it is expected that the
rapid development of new technology will necessitate role changes in the
future…These changes are not just of a technical nature, but more importantly of
a structural nature (2009).
Teaching styles could also be included in Reid’s comments, as professor’s grope to adjust
to an entirely new platform of learning. It is because of these rapidly changing concerns that
faculty members entering online education must be suited for the field (in other words
comfortable and attracted to the field), and educated in the growing realm of distance education.
Traditionalist teaching styles need not apply in regards to distance education. Distance education
is an accepted form of higher education because it is anti-traditional, something students find
increasingly appealing (McBrien et al. 2009; Rovai and Barnum 2003).
Online courses also entice a different kind of student, typically those already working in
the field of their study, which alters the dynamic of the class structure (Ford 2009; Beaudoin
2008). Not only are students gaining knowledge from their professor, but also from their fellow
classmates as they brainstorm new ideas. One professor noted that the working students in the
course he taught were immediately integrating what they had learned in the course to their work
situation (Reid 2009).
Dr. Lalita Rajasingham states the position of the teacher role in virtual universities quite
eloquently:
No longer is the teacher the sole repository of knowledge; no longer is he or she
the sage on stage. As education becomes virtual, learner-centered and available
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anywhere, anytime, teachers would need to change their roles and become
instructional designers, knowledge brokers, knowledge navigators and knowledge
mappers assisting learners to apply dynamic knowledge to solve real life
problems, which increasingly are becoming global in nature. Learning becomes a
collaborative activity between teachers and learners and the nature of knowledge
itself negotiable. (n.d.)
There is agreement that media has less to do with student satisfaction than how it is
implemented and utilized by the Professor. In a review of the research literature on the
effectiveness of distance education Merisotis and Phipps, concluded that the technology involved
“is not nearly as important as other factors, such as learning tasks, learner characteristics, student
motivation and the instructor” (Rovai and Barnum 2003). Furthermore, Owston (1997) wrote,
“the key to promoting improved learning with the Web appears to lie in how effectively the
medium is exploited in the teaching and learning situation” (Rovai and Barnum 2003). The
argument of how the medium is used determines course effectiveness, not the medium itself, is
valid and true. As Kozma stated media and instructional methods are inextricably interconnected
(Blau and Caspi 2008), which is why distance education training is a necessity to better prepare
instructors on how to teach at a distance and better utilize the learning media software available
to them.
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Conclusion
If Harvard Business School’s Clayton Christensen is right, half of all instruction
will take place online within the next 10 years—and schools had better get into
the online-learning market or risk losing their students to other providers.
(Pierce 2009)
The purpose of this paper is to emphasize the importance of multi-media technology and
LMS in distance education classes. To show how this software improves the learning experience
for adult learners, and why it is important universities incorporate LMS into their learning
curriculum. My research has shown quality in learning increases when some form of LMS is
included in the learning experience. LMS reduces the cognitive load on students by giving them
alternative applications to learn the content, whether it is auditory, visual or both (Hede & Hede
2002). This is an important piece to the distance education puzzle in creating a more
personalized learning environment that reduces feelings of isolation and provides for more
student interaction. As shown by the study conducted by Michal Menchaca and Teklu Abate
Bekele, where they discovered some key success factors needed in distance education (2008).
The study identified the following significant conclusions: the availability of
multiple tools added flexibility to the learning environment; technology tools
should appeal to multiple learning styles; collaboration, reflection, and building a
learning community were important strategies supported by multiple tools; and
participant satisfaction, appropriate prerequisite skills, and faculty and
administrative involvement ensured programmatic success.
Other findings have found strong support for the incorporation of multimedia technology
and constructivist learning into distance education classrooms for the enhancement of teaching
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and learning (Neo & Neo 2009; McBrien et al. 2009; Park & Bonk 2007). This is why multimedia technologies and LMS must be made a part of any distance education classroom.
Although distance learners typically like to work independently, they will participate in
collaborative work if initiated by their instructor (Angelino et al. 2007). This is key for student
success, faculty must engage students as early as possible and keep them engaged (Angelino et
al. 2007).
The implementation of LMS appears to be a very common sense solution to creating a
better learning environment. However, as Bates (2000) suggests, perhaps “the biggest challenge
[in distance education] is the lack of vision and the failure to use technology strategically.” Lack
of vision appears to be a big issue facing distance education development, and it is this hurdle
universities must surpass in order to create better student-centric virtual classrooms. However, as
has been shown, a university can have the best LMS program at their disposal and due to poor
implementation by the professor the learning experience lacks. This is why it is important
educators be adequately prepared with the techniques and strategies needed to teach effective
online courses (Angelino et al. 2007).
As Clayton Christensen states above, half of all learning will take place online within ten
years, therefore universities must develop and incorporate appropriate software and utilize it
within their distance education classrooms in all disciplines and at all levels of study (Klagenfurt
University n.d.). LMS is no longer a “cool tool” or a novice experiment, many LMS programs
have been measured and tested, and are in use at several online universities. If more online
universities wish to compete in this growing market, it is my analysis and opinion they must
incorporate some form of LMS into their program.
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Woodbridge, J. (2004). Digital kaleidoscope: Learning with multimedia. Tech & Learning.
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Appendix
Figure 1: Integrated model of multimedia effects on learning
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Figure 2: Ideas for Using Podcasting in the Classroom
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Podcast the week’s most asked question from interactive forums or in class discussions.
Podcast interviews with relevant industry individuals, former students, or guest lecturers.
Podcast vocabulary (foreign language or other) study guide and quiz.
Create “What would you do?” case studies for students to work through and give
feedback answers on through on course forums or mail.
Podcast information for site visits or field trips before event and use as a guide.
“PreCast” introductory materials before class to familiarize students with difficult
material or as a guide for the next class lecture.
Walk through a process for an experiment in real (or near-real) time for the student to
follow along with.
Encourage weekly feedback on current events relevant to your course through student
podcasting.
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Podcast the course syllabus, addressing student concerns from past semesters or
clarifying certain points you feel are important to note.
Podcast a weekly review of the course, including examples from current student work,
relevant reviews and current events and housekeeping items from the course.
Podcast helpful guides to effectively completing large assignments or projects.
Podcast with additional audio clips from film, TV, etc (with respect to copyright and fair
use) to supplement in-class material.
For courses that often require outside tutoring consider creating podcasts to address some
of the more common student problems.
Create a podcast series that addresses “refresher” information that students may need to
be successful in their current course without using up in-class time (example: math topics
that might need to be reviewed before adding to the concept).
Create a short and snappy (3 minutes or less) weekly tip podcast to give students extra
insight or catch them up to speed on a topic.
Instead of having students give presentations in class over subject matter, have groups
podcast the information instead.
Downloadable library of high resolution heart sounds, breathing sounds, etc. for medical
students.
Figure 3: Screen Shot of Adobe Connect Pro
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Figure 4: 3-step image showing ease of use of Adobe Connect Pro.
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Figure 5: Wimba Classroom example, screen shot
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Figure 6: Elluminate Live classroom screen shot.
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Key Terms and Definitions
Asynchronous: Not occurring at the same time; describes communications in which data can be
transmitted intermittently rather than in a steady stream; a process in a multitasking system
whose execution can proceed independently. Example: Weekly discussion questions that can be
answered and responded to by students intermittently.
Distance Education: Education in which students take academic courses by accessing
information and communicating with the instructor synchronously and/or asynchronously over
the Internet; student and faculty are separated by time and space.
EASA: European Academic Software Awards is an LMS competition open to students,
graduates, faculty, and scientists to create the best learning media software possible for use in
higher education.
Learning Media Software (LMS): Learning media is about the processes of generating,
understanding and sharing knowledge using several different media, as well as understanding
how the use of different media shape these processes (Kmi n.d.). Learning media software
includes collaborative and social software enabling students to interact either synchronously or
asynchronously using tools such as: instant messaging, video conferencing, audio conferencing,
e-mail, blogs, wiki’s, etc.
Multi-Media Technology: The synergistic union of digital video, audio, computer, information,
and telecommunication technologies; computer-based, interactive applications having multiple
media elements, including text, graphics, animations, video, and sound. Multimedia technology
refers to both the hardware and software used to create and run such systems.
Pedagogical Criteria: Refers to the learner’s progress, the relevance of the material, and the
effectiveness of the media to support learner satisfaction. This is used as a measurement to
determine the quality and effectiveness of LMS.
Podcasting: A series of electronic media files, such as audio or video that are distributed
periodically over the Internet by means of a Web feed.
Qualitative Weight and Sum (QWS): This is an ordered list used for the purpose of grading,
ranking, or determining a winner.
Second Life: A virtual world controlled and designed by its users. Users can create their own
personalities called Avatars, the user manipulates their avatar through the world, interacting with
others using chat or voice chat. Second Life was born from role-playing games, such as SimCity,
and has become the premiere virtual world with real-life city structures, shopping malls,
museum’s, and even college classrooms and virtual science rooms.
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Section 508 Accessibility Standards: Section 508 of the U.S. Rehabilitation Act prohibits
federal agencies from buying, developing, maintaining, or using electronic and information
technology that is inaccessible to people with disabilities. The law directs all federal agencies
that develop, procure, maintain, or use electronic and information technology to ensure that this
technology is accessible to employees and members of the public. Learn more by going here:
http://www.section508.gov/
Skype: Is a software application that allows users to make voice calls over the Internet. Calls to
other users within the Skype service are free. Skype has also become popular for their additional
features which include instant messaging, file transfer and video conferencing.
Synchronous: Occurring at the same time; occurring at the same time or at the same rate or with
a regular or predictable time relationship or sequence. Example: Weekly chat/audio lectures
occurring at the same time requiring participation of all students and faculty.
Transactional Distance: Is the cognitive space between instructors and learners in a distance
education setting. It is a theory formulated by Michael Moore at University of WisconsinMadison, originally as part of a theory of independent learning in 1972 and appearing in the
Handbook of Adult Education as "transactional distance" in 1980. According to Moore,
Transactional Distance is “a psychological and communication space to be crossed, a space of
potential misunderstanding between the inputs of instructor and those of the learner”. If learning
outcomes in any distance education course are to be maximized, transactional distance needs to
be minimized or shortened.
Usability Criteria: Pertains to the system structure of the learning media software, particularly
the interface design of the software. This is used as a measurement to determine the quality of
LMS in regards to user content, structure, and ability to achieve user goals.
Virtual Classroom: A virtual classroom is a learning environment created in the virtual space of
a distance education course. The objectives of a virtual classroom are to improve access to
advanced educational experiences by allowing students and instructors to participate in remote
learning communities using personal computers; and to improve the quality and effectiveness of
education by using the computer to support a collaborative learning process.
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Additional Reading
Hede and Hede (2002) Multimedia effects on learning: Design implications of an integrated
model http://www.ascilite.org.au/aset-archives/confs/2002/hede-t.html
The Teacher’s Podcast-by Dr. Kathy King & Mark Gura http://www.podcastforteachers.org/
iTunes U http://www.apple.com/education/itunes-u/whats-on.html
Video: Using Podcasting in the Classroom http://www.blip.tv/file/707384
Video: Podcasting in the Classroom http://www.youtube.com/watch?v=wL1bX1gepEc
Chat with authors, record podcasts, and cover reference—all online and for free—with Skype
http://www.schoollibraryjournal.com/article/CA6515247.html
50 Awesome Ways to Use Skype in the Classroom
http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/
Video: Connect Pro eLearning Overview http://www.viddler.com/explore/batipi/videos/12/
Video: Virtual Classroom Feature Tour http://www.viddler.com/explore/batipi/videos/13/
Academic Research Makes a Case for Wimba. Insert PDF Object!!
Video: Wimba Classroom 6.0 http://www.youtube.com/watch?v=-FRgQ716TBk
Educational Uses of Second Life,
http://www.youtube.com/watch?v=qOFU9oUF2HA&feature=related
Megan E. Ford
OMDE Capstone