Theses and Dissertations

Date of Award

2011

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Timothy D. Shields

Committee Member

Anymir Orellana

Committee Member

Dana Scott Mills

Keywords

Multimedia Instruction, Online Courses, Hands on Learning, Cognitive Theory, Information Technology

Abstract

Online courses are increasing. Although administrators and students desire more online course offerings, critics are concerned that courses with an emphasis on hands-on labs are not suitable to the online format. Major universities now offer 4-year degrees in information technology (IT) degrees in a fully online format. Employers are concerned about skill transferability in fully lab-based, online courses and are reluctant to hire technology graduates who have taken most or all of their courses online. To meet the demands of the stakeholders, how can hands-on lab-based skills be taught effectively in a completely online course?

The purpose of this study was to determine the impact of multimedia on the quality of learning in a fully online, hands-on, lab-based IT class at a 2-year technical college. Students were required to demonstrate skill transfer. The theoretical foundation of this research was the cognitive theory of multimedia learning (CTML).

This study used mixed methods. Quantitative data were gathered from student assessments in an online course. For the qualitative portion, a case-study approach was used with 2 surveys to gather student perceptions of the use of multimedia.

Results showed that multimedia can be used as an instructional-design strategy to improve the knowledge and skill transfer of students taking a fully online IT course. Although the quantitative findings of this study were mixed, the multimedia presentations significantly impacted the transfer of knowledge for some learners. Learners with less experience and knowledge were most likely to benefit from viewing multimedia presentations demonstrating worked examples. Students perceived the multimedia presentations to be of significant value, importance, relevance, and transferability. The use of multimedia caused students to remain in the online course.

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