Summary: Student Perceptions of Multi-Modal Technology in Online Learning Environment

Title: "Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions."

Name: Jessica Gonzales

Date: December 16, 2009

Reference

Chen, H., & Williams, J. (2009). Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions. The Journal of Academic Librarianship. (January 2009), 35(1), 14-24.

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Problem
The focus of this study was to determine if and how the use of multimodal technology in online classrooms affected student outcomes.

Historically, online classrooms and learning environments have offered little if any interaction among students.  Most interaction is student-to-teacher via email, and can often leave students feeling unengaged and alone in the learning process. 

Specifically, the present study examined how multi-modal devices, such as instant message and video, could influence student navigation and success in the online learning environment.

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Context: Research Design & Methodology
For this study, researchers tested a withstanding online class called Information in Cyberspace at the University of Texas.  Utilizing an exploratory design approach, researchers added multi-modal devices, such as Skype that allowed for real-time conversation and web chats, to the pre-existing course.

A total of 162 undergraduate students participated in the online course and subsequently the study, during the Fall 2005 semester.

While enrolled in the course, students completed a series of seven online surveys that gauged their attitudes and perceptions about the class, as well as the multi-modal technology tools that were utilized throughout the course duration.  Researchers also interviewed the course instructors to gain insight on how and if the multi-modal devices affected students’ academic success.

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Findings
Researchers found mixed results when they asked the students and instructors about the effectiveness of multi-modal technology in their class(es).  Generally, students didn’t find the multi-modal technological devices to be very helpful.  Some students overwhelmingly preferred fact-to-face interaction over the proposed multi-modal devices, such as webcasts.  These students also reported higher incidences of technological issues/glitches with the course.  While those students who didn’t experience as many technological issues seemed to like the course more.

Contrary to how students perceived the level of multi-modal helpfulness to be, instructors found measurable indicators (i.e. tests and quizzes) that indicated a different story.  Students performed better with additional online aids (i.e. interactive graphics), than in previous semesters.

Recommendations
As the researchers pointed out in their discussion of the study, a more detailed framework for course design, as well as data collection and analysis is needed.

Also, I recommend that the researchers cross-analyze the perceptions/data findings of an online course that incorporates multi-modal technology in one of its course sections, with one of the course sections that doesn’t incorporated multi-modal technology.  This would help illustrate a more black and white description of how and why students perceive multi-modal technology.