Student reaction to a multimedia activity to teach leadership

NACTA Journal, Mar 2003 by Murphrey, Theresa Pesl, Boyd, Barry

Abstract

Research was conducted to determine characteristics of an activity that could guide future development efforts to create learning activities that meet students' needs. Development of quality instructional materials requires purposeful time, effort, and expense. Thus, as individuals use technology to create instructional materials it is important that they address the question of whether or not development efforts are creating materials needed by the population being served. Demand for particular courses, specifically "Professional Leadership Development," repeatedly surpasses the capacity within the Department of Agricultural Education at a land-grant university to teach these courses. The researchers believe that alternative methods of delivering leadership education to meet demand are accompanied by the responsibility to assess student interest in these methods and consideration of preferred instructional design strategies. In a prior study conducted by the researchers, students enrolled in "Professional Leadership Development" indicated a preference for audio and graphics in the presentation of materials (Boyd and Murphrey, 2001). In response to these findings, an activity was designed and developed to address one unit, "Ethics and Leadership Styles," within the course. Based on student reaction to the activity, the researchers have identified elements to guide future development and creation efforts.

Introduction and Theoretical Framework

Leadership skills are an important aspect of student development and thus institutions of higher education strive to meet this need by developing courses to assist students in acquiring these skills. Green (1992) found that while some learn leadership in unplanned ways, it is not always possible for all students to have the opportunity to learn. Demand for undergraduate leadership courses, such as Professional Leadership Development, repeatedly surpasses the capacity within some departments to teach these courses. Technology provides alternative methods for delivering leadership education to meet the demand by generating opportunities for educators to design computer-based activities.

"While the challenges are significant, harnessing multimedia is increasingly seen as essential for training departments of the 21st century" (Barron, 1999). The exploration of how technology can be used to teach specific subjects for specific learners is a continuous process. As computers and the Internet become increasingly available, the promise of educational benefit by using computers to teach also accelerates (Hokanson and Hooper, 2000). Thus, it is important to seek understanding of the mechanisms that will allow the promise of educational benefit to be realized. As cost-effective technologies facilitate the development of educational activities (Tian, 2001), instructors look for effective ways to utilize these technologies.

Technology can be used in different ways to address different educational goals (Niederhauser and Stoddart, 2001). Designing effective learning activities requires careful consideration of the learner and the subject matter. "Instructional designers need a dynamic view of how documents and tools are modified, reinterpreted, and used to create and understand systems in the world" (Bloom and Loftin, 1998, p. 10). Excellent instructional design provides an environment that feels natural and comfortable to its users, excites and challenges its users, is functional, and fulfills its purpose (Troupin, 2001). "One of the most powerful uses of multimedia is to immerse the user in a learning environment" (Boyle, 1997, p. 35). Choices in instructional methods are needed to maintain motivation and attention and to address different learning styles (Miller, 1997). Alessi and Trollip (1991) provide five major types of computer-based instruction programs: tutorials, drills, simulations, instructional games, and tests.

Simulations have been found to be an effective teaching tool. Simulations often enhance motivation, encourage transfer of learning, and are efficient in regard to the length of time required by the student for learning (Alessi and Trollip, 1991). Situational simulations deal with attitudes and behaviors in various situations and allow the student to learn by actually performing activities in a context similar to real life. Simulations provide educators direct opportunities to include Gagne's nine levels of learning into instruction (Gagne, 1985) and allow the learner to explore a topic and receive feedback without public humiliation. "Computer simulation affords teachers and instructional designers a powerful tool for sustaining knowledge retention and transfer" (Bill, 1997, p. 5) by encouraging exploration and case-based learning while relating the abstract to the concrete. In fact, teaching effectiveness can be improved through the use of technology (Seal and Przasnyski, 2001).

However, Born and Miller (1999) noted that faculty are concerned about the quality of web-based degrees. The units of instruction utilized for courses to satisfy web-based degrees require close monitoring to ensure quality. Studying instructional methods used to facilitate learning in distance education is a plausible line of inquiry (Lockee, Burton, and Cross, 1999). While it is believed that a simulation is a positive addition to the instructional design used in teaching ethics and leadership styles, Boyle (1997) indicates the need to "fully evaluate their strengths and limitations" (p. 43).