Demand for Multimedia in the Classroom

Abstract

This study elicits preferences for multimedia in the classroom for students and faculty members in agricultural economics. Employing an Internet-based conjoint ranking survey, the results show that students prefer multimedia instructional tools over a traditional chalkboard/whiteboard lecture format while faculty members do not. Neither students nor faculty members are enthusiastic about electronic textbooks, and students will accept them only if they save $80. Finally, preferences for multimedia are shown to differ with students who self-report differing note-taking abilities, preferences for chalkboard lectures, and the need for an engaging class. Successful multimedia adoption requires appropriate use and lowering costs for students.conjoint ranking, instruction, microeconomics, multimedia instruction, valuation, Demand and Price Analysis, Financial Economics, Institutional and Behavioral Economics, Research and Development/Tech Change/Emerging Technologies, Teaching/Communication/Extension/Profession, A22, Q19,