Using equivalency theory in explaining the learning experience between originating and remote site students taking an interactive television (ITV) course

Abstract

Scope and Method of Study: The use of interactive television as an instructional medium continues to grow. With the growth of ITV distance education, it is important to examine student values with regards to the ITV system of educational delivery. The purpose for undertaking the present study was to determine if differences exist in students' perceived value of site location in an ITV learning experience. The Equivalency Theory was used as a framework to guide the study and make comparisons between originating and remote site students. The survey study presented in this dissertation focused on one university ITV course with the same instructor over a three-year period. Comparisons were then made between the originating and remote site locations. The study participants included a total of 97 students, 39 students from the remote site, and 58 students from the originating site.

Findings and Conclusions: Data collected from the two sites showed no significant difference in the way students perceived value of site location in their learning experience. In this study the Equivalency Theory was used as way to examine the students' perceived value of the ITV learning experience. Understanding students' values may help instructors determine more productive ways to utilize ITV technology and instructional delivery, thereby affording the originating and remote site students a more equivalent learning experience.