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Oeg7540010265 Eors Price Mf$0.14 Hc.43.411 87P R842...09 ERIC REPORT RESUME ED 010 175 1..30...67 56 (REVD THE UTILIZATION OF LARGE- SCREEN TV TO OVERCOME SHORTAGES OF CLASSROOM SPACE AND TEACHING PERSONNEL. RICH, OWEN S. * AND OTHERS GSK03776 aRIGHAN =NG UNIV.', MVO, UTAH NOEAVIIA1321 OR50643 -66 OEG7540010265 EORS PRICE MF$0.14 HC.43.411 87P. *INSTRUCTIONAL TELEVISION, TELEVISION, *AUDITORIUM, EDUCATIONAL FACILITIES, INSTRUCTOR CENTERED TELEVISION, *COLLEGE INSTRUCTION, CLOSED CIRCUIT TELEVISION, *CURRICULUM DEVELOPMENT, EDUCATIONAL RESEARCH, PROVO, UTAH THE OBJECTIVES OF THIS STUDY WERE (1) TO DEVELOP GUIDELINES FOR ADOPTING CURRENT COLLEGE COURSES FOR THE PRESENTATION BY LARGE- SCREEN TELEVISION IN LARGE AUDITORIUMS, (2/ TO IDENTIFY AND DEVELOP TECHNIQUES FOR LARGE- SCREEN TV INSTRUCTION, (3) TO DEVELOP STUDENT AND FACULTY ORIENTATION PROCEDURES FOR LARGE- ..SCREEN TV PROGRAMS, (41 TO ASCERTAIN OPTIMUM DISTANCE ANC VIEWING ANGLES, AND (5/ TO ANALYZE ECONOMIC IMPLICATIONS AND INSTRUCTIONAL VALUE OF LARGE- SCREEN TELEVISION AS PART OF CURRICULUM PLANNING. EACH OF THESE OBJECTIVES IS TREATED SEPARATELY IN 'MIS REPORT. THE TREATNENT IS PRIMARILY DESCRIPTIVE AND SUGGEST!VEXPER4MENTAL ACTIVITIES ARE REPORTED AND INTERPRETED WITH THE USE OF TRADITIONAL CONTROLLED RESEARCH TECHNIQUES ONLY IN CONNECTION WITH PARTS OF THE INVESTIGATION. THE STUDY SUPPORTS THE VAST ARRAY OF TV STUDIES SHOWING NO SIGNIFICANT OIFFERENZES IN MEASURED LEARNING OR INFORMATION GAIN BETWEEN FACE...70...FACE INSTRUCTION AND TELEVISION. THE STUDY ALSO SUPPORTS A PREVIOUS STUDY SHOWANG NO SIGNIFICANT DIFFERENCES IN LEARNING BETWEEN CONVENTIONAL' V AND LARGE - SCREEN TV. MANY USEFUL GUILINES ARE PRESENTED RELATIVE TO LARGE - 'SCREEN TV PRESENTATIONS. (JC/ avecaromo komansavasainnomminiamisamarignsiaccOl PIM t r 0 FINAL REPORT OF A STUDY OF 6. THE UTILIZATION OF LARGE-SCREEN TV TO OVERCOME SHORTAGES OF CLASSROOM SPACE AND TEACHING PERSONNEL PRINCIPAL INVESTIGATOR Owen S. Rich, D. Ed. Professor of Communications Brigham Young University ost 7/0 ASSOCIATE INVESTIGATORS Richard D. Poll, Ph. D. Tess M. Williams, M.A. Professor of History Asst. Prof. of Communications Brigham Young University Brigham Young University RESEARCH ASSISTANTS Lowell A. Connor Bernoll Edwards Marvin Bell This Study Was Made Possible by a Grant From the United States Department of Health, Education, and Welfare (Under Title VII of the National Defense Education Act) Oa 1965-1966 9 TABLE OF CONTENTS CHAPTER Page I. INTRODUCTION.. 1 Nature of the Study. Occasion for the Study. 2 Objectives of the Study. 3 Related Research. 3 II. THE LARGE - SCREEN TV FACILITY AT BRIGHAM YOUNG UNIVERSITY. 5 Large-Screen System Planning. 5 The AudiAorium. 5 Auditorium Modification. 6 The Television Projection System. The Auditorium Projection Booth. 11 The Large-Screen Distribution System. 11 The ITV Studio. 11 Special Instructional Equipment. 11 III. THE INSTRUCTIONAL EFFECTIVENESS OF LARGE-SCREEN ITV. 14 The Research Hypothesis. 14 The Experimental Design. 14 The Experimental Classes. 14 The Student Sample. 15 Statistical Treatment of the Test Data. 16 Significance of the Findings. 17 IV. VIEWING ANGLE, DISTANCE, AND LARGE-SCREEN ITV LEARNING. 18 The Problem. 18 Related Research. 18 The Research Design. /8 Statistical Results and Conclusions. 19 V. STUDENT ATTITUDES TOWARD LARGE-SCREEN 1W. 21 The Problem. 21 The Research Design. 22 Findings and Interpretations. 23 Summary and Conclusions. 27 VI. FACULTY ATTITUDES TOWARD ITV. 29 Introduction. 29 Related Research. 29 The Researoh_De'sign. 30 The Sample. 31 Statistical Analysis 31 Summary and Conclusions, 33 74-7(57-7-4-*04- ft, ).4.4 VII. LARGE-SCREEN "IV PRODUCTION TECHNIQUES. 35 Introduction 35 Available l'.V Techniques. 35 ITV Techniques Unsuitable for Large-Screen Classes. 39 Special ''.arge-Screen ITV Cagabilities. 41 VIII. ECON01 AC IMPLICATIONS OF LARGE-SCREEN TV. 46 The rroblem of Variabilities in Cost of Instruction. 46 Corgis of History 170 at B.Y.U. 47 Im(gict of Intensive Use of Auditorium Space on Instructional Space Costs. 49 Lstimating Costs of Large-Screen TV for other Courses° 50 Summary. 51 IX. SUMMARY AND CONCLUSIONS. 57 Large-Screen TV Facilities. 57 The Instructional Effectiveness of Large-Screen TV. 57 Student Location and Performance. 58 Student Attitudes Toward Large-Screen ITV. 58 Faculty Attitudes Toward ITV. 59 Large-Screen TV Production Techniques. 59 Teaching Load. 61 Teaching Assistants. 62 Criteria for Selecting Courses kir Large-Screen ITV Presentation. 62 Economic Consideration of Large-Screen ITV. 64 General Conclusions,. 64 APPENDICES .61 A. "T" Test Results of Effectiveness Studies 65 B. Student Attitude Questionnaire 73 C. Faculty Attitude Questionnaire 78 CHAPTER INTRODUCTION Nature. of the. Studzi One of the pardadvaieta of curt-tempi:lacy h4:her education is that many campuses with bulging classrooms have thousands of square feet of auditor- ium space which is rarely used ftsraisigructional: outposts,. The teacher whom institutional necessity drives to perform as an amplified voice in such a setting is left with the feeling of a Job only partially done--a feeling which some of the students doubtless share. So the space is shunned exempt for special events, while multiple sections of conventional courses tax class- room facilities and faculty time; and admissions offices struggle to stem the incoming tide. The possible role of large-screen instructional television in meeting this challenge of crowded facilities and teacher shortages is the subject of this study. Because it has the capability of presenting a larger-than-life image of the instructor and also of enlarging visual displays and demonstrations, large -scsesn television- -once the technical problems are resolved--raises the possibility of combining the visual impact of a motion picture with the immediacy of the traditional classrcom lecture.It also raises the possibility of converting a thousand-seat auditorium into the equivalent of a new class- room building. That overcrowding and understaffing are widespread in highereducation is assumed in this study to require no documentation and that instructional television is an effective educational medium is assumed to have been de- monstrated in previous research. The use of TV in the classroom has been tested more extensively than any other teaching technique in the history of education.With almost boring regularity the results have shown no signifitant difference in learning be- tween students taught in the conventional face-to-face situationand those taught by the use of classroom television. As a result of these studies, monitor-type TV has been incorporated into the instructional programs of many colleges and universities. 1 NA: S000110144000.01t, 4./101m $00mmakor.a00.--- omo- 2 SO Thls inquiry focuses, therefore, on the special characteristics,cipa- bliitieg and limitations of large-screen TV instruction, with the intent of developing guidelines for adapting conventional college classes to the med- air ium. One controlled experiment, two opinion samplings, and "Vie 6xperiences and inferences of the participants trir tble. study are incorporated in this re- port..lispects concerrs to both instructors and production personnel are onsidered, but the emphasis is academic rather than technical. The first conclusion is that large-screen television offers significant educational possibilities for universities and colleges which, by choice or under the pressure of space, staff, or financial limitations, offer part of their instruction in large lecture-type classes. The second is that the adop- tion of a rather wide range of courses to the large - screen medium is academ- ically,technically and economically feasible for most institutions which fall into this category. Occasion for the study.. O At the time the study was conceived early in 1964, Brigham Young Uni- versity, a private institution in Provo, Utah, with approximately 16,000 students, was operating with a classroom utilization of 95% on a 40-hour week with a E4tudent-teacher ration of 21 to 1. An increase of approximately 41. 2,000 students was anticipated for the academia year 1964-1965. Since it was impossible to increase classroom capacity anddifficult to enlarge the facllty sufficiently to handle this increase, a method of more effectively using current buildings and teaching personnel was considered an expedient alternative.It was thus proposed that Brigham Young University expand its instructional facilities to include large-screen television. One of the major problems in taking this step was the lack ofinformation concerning the most effective utilization of such a system.Prior to this time, the only carefully controlled experimentation with large - screen instruc- tiOnal TV had been conducted at Pennsylvania State University. However, this study was confined to the measurement ofcomparative effectiveness and student acceptance of the me6ium. To develop such information, it was pro- posed that in conjunction with the installation of the large-screen system there should be a systematic study of methods of impro-Jing the teaching and learning process for auditorium-size classes. In general, the study was to 3 develop guidelines for the effective utilization of large-screen TV in such blaSses. DbiectiaresontLiestud The specific areas proposed for study in the B.Y.U. project were Th. development of guidelines for adapting nnrropt enllogP courses for the presentation by large-screen television inlitrge auditoriums. 2.The identification of current instructional TV techniques readily adaptable to large-screen
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