Teaching

with
Interactive
Video:
A Faculty
Orientation

Presented by OSU
Extension and
OSU CARES/OSU
Learning Centers in
cooperation with the
College of FAES,
Section of
Communications and
Technology
 Teaching With
Interactive Video:

A Faculty Orientation

Sponsored by:
OSU Extension/OSU CARES

Prepared by Meredith Martin

Rm. 224F Mount Hall

1050 Carmack Rd
Columbus, OH 43210
Phone: (614) 688-4486
Fax: (614) 688-3533

E-Mail: OSUCARES@osu.edu
Website: learningcenters.osu.edu
 TABLE OF CONTENTS

I. Introduction p. 1
What is Distance Teaching Technology?
Who Can Teach With This Technology?
How Can Distance Teaching Help You As A Teacher?
What Do Students Think of Video Conferencing?
Where Does Distance Learning Take Place?
How Do You Begin?

II. Instructional Strategies for p. 6

Video Conferencing
Setting Expectations
Teaching Tips
Keeping Everyone Tuned In
Encouraging Dialogue
Dealing With Technical Difficulties

III. Management Issues p. 10

Scheduling The Class
Building a Team
Setting Up The Facilities

IV. Credits and Bibliography p. 12

V. Handouts and Forms p. 13

TIP Sheet for Students Using
Video Conference Technology
Audiovisual Guidelines
Usage Agreement
Evaluation Forms
 I. INTRODUCTION

What is Distance Teaching Technology?

The distance learning/teaching technologies which you can utilize at Ohio State
are called web-based, two-way video conferencing or
IP (Internet Protocol) Videoconferencing. The pipeline that is delivering the audio and
video is an internet connection.
It’s also referred to here as interactive video conferencing. The College of Food,
Agriculture and Environmental Sciences, and many other colleges on campus, also have
interactive video conferencing available,
though the system of delivery may be different.

Like the television we are all accustomed to seeing, images appear on a T.V. screen.
Unlike T.V., with video conferencing, we can see and be seen,
listen and talk, hear and be heard.
Also unlike T.V., the video images are being sent
via telephone lines or over the Internet, and not via satellite.

The system at Ohio State can be ‘point-to-point’, linking one site with one other, or ‘multi-
point’, that is, one main site linked to a number of sites simultaneously. When more than
two sites wish to communicate together via video, a video bridge is used. The bridge is a
specialized system that enables several videoconference sites to dial in together. At Ohio
State, the bridge is located at The Office of Information and Technology. At a receiving site,
the viewers will see their own site
and all other participating sites.

Who Can Teach With This Technology?

Everyone. At Ohio State, many departments have already integrated distance-teaching

technology into their presentation methods with obvious success. Some of these
departments include: The College of Nursing, The College of Education, The College of Food,
Agriculture and Environmental Science, The Office of Continuing Education,
The Fisher College of Business and The College of Veterinary Medicine.

1
 How Can Distance Teaching Technology
Help You As A Teacher?
Interactive video conferencing and web technology gives you the ability to
reach a much larger and more diverse audience with your course content.

This technology enables you to help students in distant locations achieve

educational goals otherwise out of reach due to their location.

Teaching a multi-site class can facilitate greater interaction in the

classroom, and bring a wider variety of regional, national and international
issues into discussion.

Combined with web technology, distance learning builds flexibility in

communication, allowing students to have access to course content and
greater degree of interaction with the instructor, at convenient times for
both.

Distance learning saves travel time and money, both for students and
faculty.

By reaching students in less populated areas of the state, you are helping
the University meet its longstanding goal of outreach and engagement with
the Ohio community.

Distance education can put you and your class in touch with other faculty,
staff and research facilities throughout the state, the U.S. and the world.
Remote experts can validate understanding, provide feedback and
introduce practical examples.

It’s a fun and engaging learning experience for those who are new to the
methods. Though the technology is still changing and improving, it is
exciting to add this technical dimension to your class, and become part of a
growing community of professionals who are expanding the horizons of
learning.

2
 What Do Students Think of Video Conferencing?

Generally, students prefer video conferencing to other forms of communication in distant

education.1 Through the use of this technology, students at distant sites become more self-
reliant as they run their own classrooms and develop their own groups and projects. This
attitude spreads into other areas of learning, as well, such as communicating with faculty or
utilizing other resources. They see themselves as a close, interdependent group, and are
aware that this technology affords opportunities not otherwise available. As a result, distant
students generate more peer pressure to ‘keep the group going’ and the dropout rate is low.
OSU students at distant sites do report the common feeling of being left out, but almost
unanimously seek continued videoconference classes. When asked to choose among five
reasons for taking courses via distant technology, including course content, convenience,
tuition waiver, degree requirements, and cost, students consistently site convenience as the
number one reason for enrolling.2

Where Does Distance Learning Take Place?

Students who attend classes taught by videoconference are all over the state.
OSU Extension has led in the development of Learning Centers in Piketon, Caldwell and
Columbus, Ohio, and links to videoconferencing facilities in OSU Extension offices
in Findlay, Wooster, and Dayton (yellow dots) and regional campuses in Lima, Marion,
Mansfield and Newark (blue squares). Classes are normally issued from main campus,
but can be initiated at these sites, as well. The primary main campus location for
OSU Extension is Rm. 244, Kottman Hall. From Kottman Hall,
you can link with any other site.

- see map, p. 4 -

1
Dr. Lynne Coventry, Video Conferencing in Higher Education, 15 August 2002,
http://mvc.man.ac.uk/SIMA/video3/contents.html (25 September 2002) Part 6 Pedagogy, 6.1.
2
Karen Bruns and Meredith Martin, Summary of Evaluations, Agricultural Education 811,Spring 2002 (30 July
2002)

3
 Ohio State University Learning Centers
Link You to Opportunity by:
¾Connecting you to the highest quality teaching and research
¾Making credit and noncredit classes available close to your home
¾Using the latest technology to expand your learning experience
¾Providing classes that build competence and enhance life skills
¾Offering a convenient location for your conferences and meetings
¾Creating a learning environment that can fit your lifestyle
¾Designing customized training

Learning Center Locations in Ohio

1 OSU Learning Center East
Vicki Snyder, snyder.252@osu.edu
16714 SR 215
Caldwell, OH 43724
740.732.2381 s

lceast@osu.edu
Computer labs and interactive video

2 OSU Learning Center South

Tom Worley, worley.36@osu.edu
4 8
1862 Shyville Rd. 6
Piketon, OH 45661 5
740.289.2071
lcsouth@osu.edu
Computer labs and interactive video
7
3 1
3 Godman Guild and OSU Extension
Learning Center
Susan Colbert, colbert.22@osu.edu
Robin Green, rgreen@ag.ohio-state.edu
303 East Sixth Ave.
2
Columbus, OH 43201
614.294.5476 Ext. 126
lccentral@osu.edu
Computer labs

OSU CARES/OSU Extension

Karen Bruns, bruns.1@osu.edu
Terri Fisher, fisher.456@osu.edu Other Interactive Video Locations:
224F Mount Hall, 1050 Carmack Rd. Regional Campuses
Columbus, OH 43210
614.688.4486
OSU Extension Offices
osucares@osu.edu OARDC (1680 Madison Ave., Wooster, OH 44691
web: osucares.osu.edu/learning_centers.htm contact Randy Nemitz: 330-263-3957 nemitz.1@osu.edu)

Regional Campuses
4 OSU Lima Campus 5 OSU Marion Campus 6 OSU Mansfield Campus 7 OSU Newark Campus
4240 Campus Dr. 1465 Mt. Vernon Ave. 1680 University Dr. 1179 University Dr.
Lima, OH 45804 Marion, OH 43302 Mansfield, OH 44906 Newark, OH 43055
419.221.1641 740.389.6786 419.755.4011 740.366.3321
web: lima.osu.edu web: www.marion.ohio- web: mansfield.osu.edu web: newark.osu.edu
state.edu
OSU Extension Offices
8 OSU Extension, North Central Region
1680 Madison Ave.
Wooster, OH 44691
330.263.3831 4
web: northcentralextension.osu.edu
 How Do You Begin?

If you are interested in utilizing OSU Extension’s video conferencing facilities

to expand your class to any of the above sites, contact:

Karen Bruns, Ph.D., OSU Extension/OSU CARES

Rm. 224F Mount Hall
1050 Carmack Rd
Columbus, OH 43210
Phone: (614) 688-4486
Fax: (614) 688-3533
E-Mail: OSUCARES@osu.edu

For technical information, contact:

Ken Kulka, Communications and Technology

Room 267 Kottman Hall
2021 Coffey Rd.
Columbus, OH 43210
Phone: (614) 292-9675
Fax: (614) 292-2270
E-mail: kulka.1@osu.edu

5
 II. INSTRUCTIONAL STRATEGIES FOR VIDEO
CONFERENCING

Teaching and Learning Differences: How does distance

education differ from conventional education?

In distance education of any kind, the instructor will probably spend more time preparing and
developing instructional strategies designed to actively engage learners than in a
conventional class. There is a shift from “knowledge disseminator” to “learning facilitator”,
and this is likely to improve the potential for learning for both local and remote students as
all students take increased responsibility for their own learning.3

In videoconferencing, the teacher will need to use all the components of a conferencing
system, manage the local classroom, as well as the distant sites, and possibly coordinate
remote resources. For instructors, it may seem there is a long planning process and learning
curve as they begin to utilize the technology, but with this planning, video conferencing can
provide a truly dynamic classroom. It gets easier the more you do it.

What teaching strategies enhance learning

in a videoconference class?

Setting Expectations:

Most students are all too familiar with the passive role of television viewer. One way to
overcome the television preconception is to carefully explain the qualities of
interactive video, stressing the ‘interactive’. A ‘tip’ sheet can be distributed (Handout
A.), noting the main differences between TV and video conferencing. This can keep
frustration to a minimum and help establish classroom behavior guidelines that will keep
distractions to a minimum.

If an expectation of involvement and regular response is established early in the

class, learners will begin to understand what is expected of them in a two-way video vs.
broadcast TV, and will replace passive with active responses. Encourage students to
‘COMMUNICATE WITH’, not ‘WATCH’, video.

3
Jodi Reed and Merry Woodruff, Videoconferencing: Using Compressed Video for Distance Learning, Fall 1995,
http://www.kn.pacbell.com/wired/vidconf/Using.html (25 September 2002) Introduction.

6
 Teaching Tips: 4

Include the participants at all sites in the conference within the first 5 minutes.
Involve them early so they don’t turn away. Try a name game, or ask a
compelling question that taps their affective domain.
Devote 30% – 65% of each hour to student activity.
For group work, select individuals at each site to participate on inter-site teams.
To encourage interactivity, remember the rule: no more than 10-15 minutes of
instructor talk without some learner-centered response. This will enable you to put
the responsibility of learning back in the learner’s hands.
Using a pre-obtained roster, call on students at all sites by name. Encourage
discussion among sites.
Take as many questions from the distant site as you take from the local site. To
answer questions:
1. repeat the question before answering it to make sure everyone heard the
question
2. look into the camera and answer the person who asked the question
3. see if the question can be answered by that student or another
Allow students to take responsibility for some equipment operations.
Check in every 20 minutes or so with your onsite technical advisor – be
sure everything is still going smoothly
Move and gesture normally – avoid swaying, rocking, pacing
Discourage interrupting

Keeping Everyone Tuned In:

We all get bored watching a talking head for hours. Change the pace and increase
attention and motivation with any of the following:
Vary between lecture, group-centered discussion, collaborative projects
Change the pace. Good quality, still visuals work well for a momentary pause.
Utilize guest speakers. This is an excellent way to introduce other faculty to video
conferencing and at the same time, provide new viewpoints or knowledge of
applied practice. Video conferencing allows you to utilize guest speakers at remote
sites, also.
Support instruction with a variety of complementary media. Effective visual
presentation can improve retention by up to 50%.5 Use attention-getting,
memorable materials that are colorful, pictorial, etc.
Pay a visit to the local sites, if possible, and generate classes in all locations.
Students report this as a great motivating influence.

4
Reed and Woodruff, Videoconferencing, Instructional Strategies p.3
5
Coventry, Videoconferencing, Appendix 3

7
Encouraging Dialogue:

It’s common for students at the distant sites to feel a sense of alienation. This happens
when they cannot interact with the faculty member or other students as they normally
would. In addition, faculty may not get the same feedback, verbally or nonverbally, from
the distant students, and may begin to focus on the students at the base site. It’s easy to
relegate the distant students to the role of observer.

From the receiving end, asking questions can be a struggle for students, especially if they
must get access to a microphone, get the attention of the remote teacher and talk to the
screen. It’s important for teachers to anticipate questions by observing facial expressions
and body language and then encouraging the question. Eye contact is also critical. If shy
students consistently sit away from the camera, ask them to change seats so you can see
them clearly. Remind students to look at the camera to answer questions, not at the
screen. Distant students will be more likely to stay on board when the instructor calls on
students by name, doesn’t always look at the group on hand, and also looks into the
camera.

It may be possible to engage students early by sending notes about the first lecture prior
to class, or by sending in advance the topics to be considered and discussed at the first
meeting. Handouts can be distributed by listserve to all students or by courier packets
sent to one student. Entire Powerpoint slide presentations can be sent in advance to
remote sites, where students can copy and distribute them prior to class.

Consider alternative modes for interaction, too. Students who are inhibited by the
videoconference method may feel more relaxed about using email or fax. Teachers can
hold videoconference office hours, or Internet office hours, or hold chat rooms for
interactive discussions. You may wish to offer a web component to the class. Several
online sources for information on interactive web tools for faculty and students include
webCT.com, and Blackboard Inc.

8
Dealing With Technical Difficulties:

Before the first class, it’s a good idea to reserve a time to visit the room from which you’ll
be teaching. Become familiar with the equipment, and, with the help of a technician,
experiment with controls. It might also be helpful to sit in on another class that is already
in session. Utilize an opportunity to guest lecture during a videoconference class, if
possible.

Even with the best preparation, it’s almost inevitable that your class will experience
technical glitches. The technology used in interactive videoconferencing is far from
perfect and is constantly improving and advancing. In addition to the normal delays,
ghost images, and microphone sensitivity, you can expect to have a few more serious
difficulties, such as frozen images on the screen, echoing sound, or even a lost image
from one or more sites. If you’re prepared for these delays, they are less likely to create
a barrier to learning. Work with the technical staff at your site to make sure to:

Know where to get help.

Have a phone in the room at the distant sites.
Work with your team to inform students at the remote sites about the
equipment; they can help make sure the equipment runs smoothly.
Make sure they know where to get help on site.
Have telephone numbers of your team contacts in remote sites readily available
in case you lose the connection. Give your number to all sites.
Discuss contingency plans ahead of time with facilitators at all sites. These can
include:
- Continuing on audio if that is still available.
- Providing overheads that can be used at remote sites in lieu of video image, if
sound is still available.
- Switching students to group projects or other activities until video is restored.
- Continuing the session in a computer conference.
- Rescheduling the class.

9
 III. MANAGEMENT ISSUES

Scheduling the Class

If you would like to use the videoconferencing equipment for a workshop, contact the OSU
CARES office at least eight weeks prior to the tentative workshop date. This time is needed
to check availability of dates, determine responsibilities of each partner (see attached
Learning Center Use Agreement Form) and provide ample time for marketing of the program.

If you would like to offer a credit course through videoconferencing, the OSU CARES office
should be contacted by:

January 1 for courses to be offered the following Autumn Quarter

July 1 for courses to be offered the following Winter Quarter
November 1 for courses to be offered the following Spring Quarter
January 1 for courses to be offered the following Summer Quarter

The steps to teaching a course via videoconferencing include:

1. Contact the OSU CARES office to discuss the possibility of offering the course via
Video conferencing.

2. Arrange with your department’s classroom scheduling coordinator to schedule

the class in a room that has videoconference capacity and technical support.

3. Request that the course have two sections, one being the campus section,
the other being the distance learning sites which are designated with a V (i.e.795V).

4. If you have not taught via videoconference in the past, observe a course
that is being taught via videoconference.

10
 Building a Team

Teaching with videoconference is a team process. It takes an array of differently skilled

people to make videoconferencing a workable, successful teaching method. Your first
contact, OSU Extension/OSU CARES, will help you make the necessary connections to
personnel at other sites who will help you plan your class. These personnel can include:

OSU Extension/OSU CARES coordinator: will initiate an agreement (see attached)

with you delineating the needs of your program, will schedule labs and remote
facilities, will monitor and assist with enrollment, will identify personnel as your
contact people, will serve as a liaison, and will assist with evaluation.

Main campus technical advisor: will advise you on capabilities of the lab you are
using, will assist with dry run, will manage the flow of information among sites during
your program, will assist during your class with technical issues.

Remote site technical advisors: will advise you on capabilities of remote labs, will
assist with dry run, will be on hand to begin class and initiate information flow, then
will be available if difficulties arise.

Departmental support staff: will schedule rooms for academic courses.

Continuing Education staff: if you are seeking CEUs for a workshop/conference or

offering another nontraditional credit course, The Office of Continuing Education will
facilitate this.

Remote site facilitator: can be a student at each remote site. They can assist in
the organization of the class, distribute materials, notify the technician if difficulties
occur, assist with microphone etiquette, and maintain phone contact if the connection
is broken.

Setting Up The Facilities

At all Learning Center and Extension Office videoconference sites, rooms are already
equipped with controlled lighting, camera and sound equipment that is placed properly, and
appropriate seating positions. In each site, personnel are available to assist with room setup
and equipment setup. At some sites, individuals are designated as technical assistants and
will be on hand throughout the class. After you have scheduled your class through OSU
Extension/OSU CARES, you will be given the names of contact people for all sites involved.
For a smooth beginning, discuss room setup and requirements with OSU Extension/OSU
CARES well ahead of the start of class.

11
 IV. CREDITS AND BIBLIOGRAPHY

1. 1 Dr. Lynne Coventry, Video Conferencing in Higher Education, 15 August 2002,

http://mvc.man.ac.uk/SIMA/video3/contents.html (25 September 2002) Part 6 Pedagogy, 6.1.

2. 2 Karen Bruns and Meredith Martin, 30 July 2002 Summary of Evaluations, Agricultural
Education 811 Spring 2002 (25 September 2002)

3. 3Jodi Reed and Merry Woodruff, Videoconferencing: Using Compressed Video for
Distance Learning, Fall 1995, http://www.kn.pacbell.com/wired/vidconf/Using.html (25
September 2002) Introduction.

4. David Agans, A Primer on Video Conferencing Standards, 3 September 1997,

http://www.vtmednet.org/telemedicine/stand.htm

5. 2002 Video Development Initiative, Video Conferencing Cookbook, April 2000,

http://www.vide.gatech.edu/cookbook2.0/printit.html (25 September 2002)

Other Resources on Learning Technologies

The following resources are available by contacting

Dr. Nikki Conklin, Associate Professor,
Department of Human and Community Resource Development, 004 Ag. Adm,
2120 Fyffe Rd., Columbus, OH 43210
Conklin.1@osu.edu

1) Burge, E. (Ed) (2000) The Strategic Use of Learning Technologies; New

Directions for Adult and Continuing Education. San Francisco: Jossey
Bass. Number 88, Winter 2000. Includes nine articles addressing a
variety of learning technologies and their benefits in teaching and
learning.

2) Society for Information Technology and Teacher Education, Electronic

version of papers presented at the 2001 SITE Conference, Norfolk, VA:
Association of Computing in Education. (compact disc)

3) Society for Information Technology and Teacher Education, Electronic

version of papers presented at the 2002 SITE Conference, Norfolk, VA:
Association of Computing in Education. (compact disc)

4) Driscoll, M. (1998) Web-based Training, Using Technology to Design Adult

Learning Experiences. San Francisco: Jossey –Bass/Pfeiffer

12
 5) Materials published by the American Society for Training and
Development (ASTD). Information on obtaining these is available at
http://www.astd.org.

o Info-line Issue OOO#, March 2000: Implementing Web Based Training

(WBT)

o Info – line Issue 9902: Learning Technologies

o ASTD Roadmap for e-learning, Version 1, 8/00 (Recent articles from

Training and Development and Learning Circuits magazines published
by ASTD.

o Mantyla, K. (1999). Interactive Distance Learning Exercises that Really

Work! Alexandria, VA: American Society for Training and
Development

o Piskurich, G. and Sanders, E. (1998). ASTD models for Learning

Technologies. Alexandria, VA: American Society for Training and
Development

o Mantyla, K. and Gividen, J.R. (1997). Distance Learning: A step-by-step

guide for trainers. Alexandria, VA: American Society for Training and
Development.

V. HANDOUTS AND FORMS

Handouts:
A. TIP Sheet for Students Using Interactive Video - can be copied and
distributed to students
B. Audiovisual guidelines

Forms:
OSU Learning Center Agreement
Student Distance Learning Evaluation
Faculty Distance Learning Evaluation

13
 Handout A. TIP Sheet for Students Using
Video Conference Technology

Introduction: The technology you are using in this class is called interactive, compressed video.
Information is being sent via the web from a base site (usually on main campus)
to other distant sites, where other students, like you, will be taking the class.
This technology looks like satellite TV, but is actually somewhat different.
As information is sent from any site, it is compressed or changed into code for transmission over
the web, and then it is reconfigured, or decoded, when it reaches the other site(s).
This process causes short delays in audio or video as the configuration takes place.
As a result, communication through video conferencing is different from satellite TV or face-to-
face conversation. Here are some things to keep in mind that may make communication easier in
this class:

Avoid rapid movements. With this technology, you may notice a delay in imaging, making
the picture seem ghostlike or jerky. When speaking on video, try not to use rapid
movements. This will diminish the problem of ‘ghosting’.
When speaking, try to finish thoughts in a single statement. Because of audio delays,
it’s less confusing for recipients if sentences are clearly separated. Pause when you expect a
reply. Also, when someone else is talking, wait an extra moment for that person to finish
before responding.
Keep background noise and motion to a minimum. Microphones often pick up other
sounds like crackling paper, coughing or chairs scraping.
Be aware of eye contact. Having eye contact means you need to look at the camera when
speaking, not at the screen.
Be natural. While it’s important to be aware of being on camera, there’s no need to shout or
raise your voice. Just speak at an even pace and enunciate.
Remember microphone etiquette. Try not to talk while others are speaking. With sound
activated microphones, the camera will follow the loudest sound. If microphones are to be
passed around, it may be a good idea to have a class volunteer be responsible for keeping it
moving. Remind students at sites that microphones should be turned off or muted, unless
they are speaking. This will prevent feedback noise.
Volunteer to assist with videoconferencing equipment. The more you and members
of your class know about the interactive video equipment, the more likely it is you can help
during a transmission problem.
Select a facilitator or a class chairperson. This person can help with class
communications, room setup and group organization.

14
 Handout B. Audiovisual Guidelines

The following is a list of audiovisual technologies, which can be used in conjunction

with the videoconference technology, and guidelines for their use:

1. Document camera and Graphics – all sites offer you this technology, which
enables you to send photographs, overheads and other visual aides via
videoconference. When designing visual material for video conferencing, put the
images in landscape format to fit the screen proportions, which is a 27 inch TV screen.
Be aware of background colors: pastel colored paper is often much better than white.
If you are using transparencies, use a pastel colored backing paper. Use clear, crisp
fonts in no less than 20 point, meaning a small amount of text per page. Lower case
lettering for the body of the text is easier to read. If you’re not sure if your graphics
will look good, try them out beforehand. You can look at your presentation on the
television without being in a videoconference to see how they will look to the distant
sites.

2. All sites provide LCD projectors for computer-generated images such as PowerPoint
presentations. Follow the guidelines above.

3. You can videotape incoming signals from any site. Videotapes can be shown at all
sites, also. However, as a teaching tool, it is recommended that only small portions of
videotapes be used. Using a full videotape may not be the best use of distance
education time. If a lengthy videotape is required, send a copy of the tape to all
distant sites.

4. Continuing to send a live image of the transmitting site may be distracting to the
distant learners over a long period. For example, when reading or doing a test it’s
better to transmit a still image with details of the task that’s being done.

5. Lapel microphones and zone microphones: Your microphone will probably be a lapel
mike, which can be pinned to your jacket, blouse, etc. Place it about 8 inches below
your chin. Speak into it and ask how you sound to the distant sites. If they can’t hear
you, move the mike closer, or speak louder. Don’t brush or hit the mike. Most of the
classrooms at the distant sites will have tabletop zone microphones. They will push a
button to be heard, and should automatically mute the mike when the button is
released. Echo and feedback are caused by open mikes, so review how to mute the
microphones with students.

15
 OSU LEARNING CENTER USAGE AGREEMENT

Learning Center person

initiating agreement:

Name:
Address:
Program Contact information:
Phone:
Fax:
e-mail:

Name of Program:

Target Audience:

Date:

Time:

Locations/Site Contacts

Scheduling:

On Site Facilitators:

Tech Person:

MCU Unit:

Test Run:

Marketing:

Registration:
Cost for use of the
Off-Campus sites:
Teaching:

Handouts:

Refreshments/Food at sites:

Additional Information:

16
Student Distance Learning Evaluation
OSU CARES/OSU Learning Centers/
OSU Extension Learning
Centers

PROGRAM TITLE: _________________________ DATE of PROGRAM:

________________________________________

How many times have you taken a course using interactive video?
___ This was the first time ___ 2-3 times ___ 4-5 times ___ More than 5 times
What was most important to you when you selected this course?
(Check all that apply)
___ Course content ___ Convenience (Saved drive time, close to home, easy parking, etc.)
___ Tuition waiver ___ Required for degree/employment program ___ Cost savings
___ Other _____________________________________
Was the application/registration process clear to you?
____ Yes ____ No. If no, what was not clear?_____________________________________
Where did you hear about this course?
____ At work ____ Learning Center Website ___ OSU All-Extension Email
____ OSU Course Catalog ___ Other _____________________________________________
What did you like best about the course? (Check all that apply)
____ Instructor ____ Location ____ Distant Learning Technology ____ Convenience
____ Other ___________________________________
What did you like least about the course?
Please explain:
_____________________________________________________________________________
_____________________________________________________________________________
Regarding the technology of video conferencing, please rate the following, using a scale
of 1 to 5, 5 being the best (please circle one):
low high
How would you rate the quality of the video? 1 2 3 4 5
How would your rate the quality of the sound? 1 2 3 4 5
How would you rate this technology as a means
of transmitting information to you? 1 2 3 4 5
Would you take a Distance Learning course again?
____ Yes ____ No. If no, why not? _________________________________________________
What other courses would you like to see offered via Distance Learning?

Other comments?

Please return this form to:

Thank you for responding; we appreciate
OSU CARES/OSU Learning Centers/OSU Extension your opinion.
224F Mount Hall, 1050 Carmack Road Please use reverse side if necessary.
Columbus, OH 43210
Please call 614-688-4486 with any questions.
FAX : 614-688-3533

17
Faculty Distance Learning Evaluation
OSU CARES/OSU Learning Centers/
OSU Extension Learning
Centers

PROGRAM TITLE: _________________________ DATE of PROGRAM:

________________________________________

How many times have you taught a course using interactive video web technology?
____ This was the first time ____ 2-3 times ____ 4-5 times ____ More than 5 times

How were you introduced to interactive video teaching?

_____ Learned about it by guest lecturing _____ Another instructor/professor _____ My department
_____ Extension ____ Other _________________________________

What are the advantages of interactive video teaching for your classes?
____ Number of students/sites served ____ Scheduling
_____ Technology (interactive, effective)
____ Other _________________________________________________

What are the disadvantages of interactive video teaching for your classes?
____ Number of students/sites _____ Scheduling
_____ Technology (not interactive, ineffective)
____ Other _________________________________________________

Regarding the technology of interactive video, please rate the following, using a scale of
1 to 5, 5 being the best (please circle one): Low High
How would you rate the quality of the video? 1 2 3 4 5
How would you rate the quality of the sound? 1 2 3 4 5
How would you rate this technology as a teaching tool? 1 2 3 4 5

Regarding the technical assistance you received, please rate the following, using a scale
of 1 to 5, 5 being the best (please circle one):
Low High
How would you rate the quality of assistance you received at the distant sites? 1 2 3 4 5
Comment: _______________________________________________________________________________

Low High
How would you rate the quality of assistance you received at the local site? 1 2 3 4 5
Comment: _______________________________________________________________________________

Did you feel prepared for the unique challenges of teaching via video to distant sites?
____ Yes ____ No If no, how can we help you?
_______________________________________________________________________________________

Would you teach a class via interactive video again? ______ Yes ______ No
If no, why not? ___________________________________________________________________________

What other course(s) would you like to teach via interactive video?
_______________________________________________________________________________________

Other comments: ________________________________________________________________________

Please return this form to:

Thank you for responding; we appreciate
OSU CARES/OSU Learning Centers/OSU Extension your opinion.
224F Mount Hall, 1050 Carmack Road Please use reverse side if necessary.
Columbus, OH 43210
Please call 614-688-4486 with any questions.
FAX : 614-688-3533

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