Nancy B. Hastings

Does Media Affect Learning: Where Are We Now?.

ConclusionA careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses published in the past 20 years (Jonassen, Campbell & Davidson, 1994; Morrison, 1994; Reiser, 1994; Shrock, 1994) and existing instructional design literature (Morrison, Ross & Kemp, 2001; Reiser & Dick, 1996; Smith & Ragan, 1999) indicates there is, and always has been, significantly more agreement on this subject than the debate would indicate.Clark never said that a textbook could deliver an instructional method requiring the use of a 3-dimensional graphic representation as effectively as a computer, nor did Kozma maintain that the computer was the only medium with the capabilities to do so. Both acknowledged that the two instructional components — the instructional methods and the delivery medium — must be aligned to facilitate learning.The debate is, and always has been, about the ability of more than one medium to support a selected instructional method, whether or not any given medium has capabilities that cannot be replicated by another medium, and the validity of the research. We believe that today, in 2005: • Computers are capable of supporting instructional methods that other media are not • Computers, by means of their unique capabilities, affect learning • Computers are often the most cost-effective, efficient delivery method for any given unit of instruction We also: • Acknowledge the limitations of media comparison studies • Acknowledge the need to align the message, the medium and the learning task • Agree that some media are interchangeable and • Support the use of the most cost-effective, efficient delivery method for any given unit of instruction We believe that after 22 years it is time to reframe the original debate to ask, not if, but how media affects learning. We agree that media comparison studies are inherently flawed and support the argument that we must identify research designs that will provide answers to this question in significantly less time.

Factors influencing virtual patron satisfaction with online library resources and services

College students are accessing virtual libraries whether they are on campus or learning from a distance. Academic institutions serving virtual patrons must remain focused on meeting the needs of those library users by continually examining their preferences, their searching behavior, and the information they seek. The purpose of this research was to determine if virtual patrons are satisfied with the resources and services being provided by a university’s online library. Following a web-based survey, demographic characteristics of students were analyzed to determine if any influenced students’ satisfaction. Using analysis of variance, correlation, and descriptive statistics, several demographic factors were found to influence student satisfaction with the library’s online resources: age, gender, achieved educational level, student status, and computer experience. One factor, computer experience, was found to influence student satisfaction with the library’s online services. Overall, students reported satisfaction with the university’s online library resources and services. Comments submitted to open-ended questions regarding areas for improvement to the online library provide library administrators with avenues for development to increase awareness of library services, focus improvement in navigation, and enhance student satisfaction.

Mental Health Mobile Apps’ Instruction: Technology Adoption Theories Applied in a Mixed Methods Study of Counseling Faculty

ABSTRACT This objective of this research was to determine factors influencing counselor educators’ behavioral intentions to teach counseling students about mental health mobile applications (MHMAs), factors influencing values of MHMAs as therapeutic tools, and to what extent counselor education programs are contributing to future counselors’ technological competence with regard to evaluating and integrating MHMAs. The conceptual basis was a theory triangulation approach using theories of technology use and acceptance and diffusion of innovations. Nine quantitative, two qualitative, and two mixed methods research questions served to guide the study. Participants were 132 faculty members from 99 university counseling programs. Participants completed an initial survey, an evaluation of an evidence-based mental health mobile application (app), and a postmeasure. Hierarchical multiple regression, analysis of covariance (ANCOVA), independent samples t-tests, and paired samples t-tests were used to analyze quantitative data. Results indicated that unified theory of acceptance and use of technology (UTAUT) variables along with anxiety/apprehension and ethical concerns are related to behavioral intentions to teach students about MHMAs. Semistructured video interviews were conducted and analyzed in the qualitative phase to add depth and explain quantitative findings. This study has implications for graduate counselor education programs and related accrediting agencies.