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Effectiveness Of Using Synchronous, Two Way Ip Video To Teach Basic Electrical Knowledge And Skills To First Year 4 H Electric Members

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Innovative K-12 Engineering Programs

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

12.585.1 - 12.585.16



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Paper Authors

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Roger Tormoehlen Purdue University

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Jeffrey Nagle Purdue University

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Effectiveness of using Synchronous, Two-way IP Video to Teach Basic Electrical Knowledge and Skills to First Year 4-H Electric Members


The purpose of this research study was to determine the effectiveness of using synchronous, two-way IP (Internet Protocol) video to teach knowledge and hands-on skills to elementary-aged youth in comparison to traditional, face-to-face educational methodologies. This study focused on the use of synchronous, two-way IP video to propagate knowledge and hands-on skill. Pretests and posttests were used to examine youth’s knowledge and skill gains on material covering basic electrical concepts, theories, and skills.

A comparative field study was conducted in the spring of 2004. Fifty-two Indiana 4-H members enrolled in the Indiana 4-H Electric 1 project voluntarily participated in this study. The participants came from a total of nine sites from across the state of Indiana. The sites were selected from a randomly stratified sample to participate in the study. Each site received one of the two educational methodologies; traditional, face-to-face instruction or instruction via synchronous, two-way IP video.

Based on the findings of the study in comparison of the two methodologies, it was found that participants in both the traditional, face-to-face methodology and the synchronous, two-way IP video methodology were able to increase knowledge and hands-on skills from pretest to posttest. Additionally, the study found there to be no statistically significant difference in participants’ knowledge or skill gains between the two educational methodologies.


The 4-H program got its start in the early 1900’s in youth corn clubs. Over time, these corn clubs and other similar clubs became of interest to Cooperative Extension Service educators. The educators discovered teaching youth new and innovative techniques could help to educate their parents at the same time. Therefore, the Cooperative Extension Service adopted work with youth as part of its mission, bringing about the creation of the 4-H program.5

Traditionally, the 4-H program, along with other program areas of the Cooperative Extension Service, used demonstrations to provide the general public with knowledge and information. This method of using demonstrations to disseminate information is still used in many workshops youth participate in today. This is an excellent opportunity for youth to learn while having the chance to interact with the instructor throughout the workshop. The downfall to these workshops is the requirement for a skilled instructor to teach the youth and a time and place for all participants to meet.5

Eventually the 4-H program developed student manuals and other paper information to provide youth guidance and knowledge pertaining to specified project areas. These paper materials were excellent resources for disseminating information and providing guidance, and are still used today.5

Tormoehlen, R., & Nagle, J. (2007, June), Effectiveness Of Using Synchronous, Two Way Ip Video To Teach Basic Electrical Knowledge And Skills To First Year 4 H Electric Members Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2788

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