Board # 42 : Exploring Video Projects and Media Literacy in a Computer Networking Course
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Educational Research and Methods
- Page Count
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12
- DOI
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10.18260/1-2--27852
- Permanent URL
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https://peer.asee.org/27852
- Download Count
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614
Paper Authors
William E. Genereux
Kansas State University Polytechnic Campus
orcid.org/0000-0002-2618-0201
William Genereux is a Professor of Computer & Digital Media Technology at Kansas State University Polytechnic Campus. He holds a Ph.D. in curriculum and instruction, and has research interests in computing education, media literacy and the educational use of digital media technology. He has been working with computers and technology for the past 30+ years.
Abstract
This research paper examines the use of a video project for technical communication in a computer networking course. Communication skills are of critical importance in science, technology, engineering and math (STEM) areas. However, communication is often a topic not directly emphasized by STEM educators in the courses they teach. One form of communication that is increasing in significance due to advances in digital technology is digital video. Video is now a primary source of information, yet most people are only consumers not creators of video. In essence, they are not literate in a common form of communication.
In this study, we explored the impact of requiring a video term-paper project to address the desired educational goals of increasing student ownership of learning, learning course-related concepts, and providing evidence of communication skills and media literacy skills. Study participants came from convenience samples drawn from a computer networking course and from a general education writing course offered on a small branch campus of a large research university. The participants were college students having varying levels of familiarity with the skills examined.
The study design used mixed methodologies, including a quasi-experimental, two-group control/intervention, student surveys, and qualitative interviews. The quasi-experiment consisted of pre- and post-test measurements of media literacy for the two groups, and an intervention of a video term-paper research project completed by the intervention group. Additional data were gathered from student surveys and interviews conducted with the intervention group.
The quasi-experiment did not provide evidence that the video project intervention increased knowledge of media-literacy concepts. However, other data indicated that the video project did demonstrate communication skills and that the project was a relevant challenge that engaged students in active participation in their learning.
Genereux, W. E. (2017, June), Board # 42 : Exploring Video Projects and Media Literacy in a Computer Networking Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27852
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