Using Video as a Replacement or Complement for the Traditional Lecture/Demonstration Method in Agricultural Training in Rural Uganda

This study explored the effectiveness of video as a tool to either complement or replace existing lecture-demonstration training for small farmer groups. The effectiveness of video in decreasing the knowledge gap among farmers who differ by gender was also evaluated. Quantitative and qualitative data were gathered through a quasi-experiment including a pretest and a posttest design with three experimental groups. Results showed that video could be an effective complement and replacement for the traditional lecture-demonstration training method. Video alone or video plus traditional lecture-demonstration was as effective as traditional training in increasing learning. The training method that included both video and traditional lecture-demonstration was especially effective for groups with relatively low prior knowledge of the training topic. However, video only was not as effective as traditional training or traditional training plus video in decreasing gaps in learning between men and women. Video has advantages in rural areas because it does not require face-to-face presentation by skilled trainers. Video might be an attractive alternative or supplement if the production cost is low enough, or if traditional lecture-demonstration cannot meet the demand for training. Using local actors, shooting video in the local environment and using local languages add to video’s advantages for training purposes. When used to demonstrate a farming technique or practice in a group setting, videos were found to enhance interaction (e.g. discussion and peer learning) among farmers

Testing the Effectiveness of Video to Complement or Replace the Lecture/demonstration Group Training Approach for Farmers in Kamuli District, Uganda

This study explored the effectiveness of video as a tool to either complement or replace existing lecture/demonstration training for small farmer groups. The effectiveness of video in decreasing the knowledge gap among farmers who differ by gender, bean production volume, and education level was also evaluated. Quantitative and qualitative data were gathered through a quasi-experiment including a pre-test and a post-test design with three experimental groups. Results showed that video could be an effective complement and replacement for the conventional lecture/demonstration training method. The training method that included both video and traditional lecture/demonstration was especially effective for groups with relatively low prior knowledge of the training topic. Video alone or video plus traditional lecture/demonstration were as effective as traditional training in decreasing gaps in learning among subjects of both genders, varying education levels and scales of bean planting. Video has advantages in rural areas because it does not require face-to-face presentation by skilled trainers. Video might be an attractive alternative or supplement if the production cost is low enough, or if conventional lecture/demonstration cannot meet the demand for training. Using local actors, shooting video in the local environment and using local languages add to video\u27s advantages for training purposes. When used to demonstrate a farming technique or practice in a group setting, videos were found to enhance interaction (e.g. discussion and peer learning) among farmers

Journal of Applied Communications vol. 97 (4) Full Issue

Journal of Applied Communications vol. 97 (4) - Full Issu

The role of personal and shared displays in scripted collaborative learning

Over the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis. In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners. To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts