Assignment 11, Results

Table 1: Correlations (will not paste into Blog)

1) Is there a relationship between previous non-music portable media consumption and receptiveness for portable media use in online learning?

In table 1 above, the correlation between prior non-music portable media consumption (item 2) and a preference for listening to educational podcasts while engaged in other activities (item 3) is statistically significant at .609. Correlation decreases when compared to listening to audio only podcasts on a portable media player (item 6), and the use of podcasts that include visual aides such as charts, graphs and images on a portable media player (item 9) but all are statistically significant. Some conclusions might be drawn as to the increase in familiarity with listening to podcasts, and the availability of viewing enhanced podcasts and how that might be reflected in preferences. Another factor could be how comfortable students are with the material being presented. It might be assumed new information might require increased attention and outside activities be perceived as a distraction.

2) What media types do students prefer to use for different course activities related to instructor-student interaction, student-student interaction, and student-content interaction?

	N	Minimum	Maximum	Mean	Std. Deviation
email	64	1.67	5.00	4.4766	.61926
video	64	1.00	5.00	2.7708	1.03489
blog	64	1.00	5.00	3.1536	1.13712
pod_audio	64	1.00	4.83	2.5000	.92820
pod_enhanced	64	1.00	5.00	2.7943	1.04051
threaded	64	1.00	5.00	3.2969	1.09813
voip	64	1.00	5.00	2.5286	1.02118
Valid N (listwise)	64

Table 2: Descriptive Statistics Preferences in Interaction

The order of preferences goes from email, threaded discussion, blog, pod-enhanced, video, voip, to pod-audio. It should be noted that the top three preferred means of interaction are email, threaded discussion, and blog. The others range from a close 2.50-2.79.

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Technology Mean Standard Deviation

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Email 4.45 .62

Threaded Discussion 3.30 1.10

Blogs 3.15 1.13

Enhanced Podcasts 2.79 1.04

Video Conferencing 2.77 1.03

Audio Only Podcasts 2.50 .93

Voice Over Internet 2.52 1.02

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Table 3 Means and Standard Deviations of Technologies Used for

Course Related Communication (N=64)

Means were computed for each of the technology items across the various course related communication tasks. Email was rated as most preferred (M=4.45, SD=.62), threaded discussion was next preferred (M= 3.30, SD =1.10) with blogs almost being rated almost as highly (M=3.15, SD=1.13) and near the middle of the scale. Enhanced podcasts (M= 2.79, SD=1.04), video conferencing (M=2.77, SD=1.03), audio only podcasts (M=2.50, SD=.93) and voice over Internet (M=2.52, SD=1.02) were below the middle of the 5 point Likert scale indicating that they were not preferred for course related communication. These means are reported in table 3.

3) What level of involvement in planning, organizing, grading, and making media choices do adult online learners desire?

Choice	N	Minimum	Maximum	Mean	Std. Deviation
Assignments	64	1	5	4.28	.983
Grading/Evaluation	64	1	5	3.77	1.165
Due Dates	64	1	5	3.80	1.198
Technologies used	64	1	5	4.41	.886
Valid N (listwise)	64

Table 4: Descriptive Statistics Preferences in Androgogy Choice

Means were computed for each of the andragogy choice preference items across the various course related requirements. Choice in type of media or communications technologies used in the class was rated as most preferred (M=4.41, SD=.88), choice about the assignments that are done was next preferred (M= 4.28, SD =.98) with choices about the due dates (M=3.80, SD=1.20) and choice regarding how assignments are graded or evaluated coming close behind (M=3.77, SD=1.17). All were well above the median of the 5 points Likert scale indicating that they were highly preferred when engaging in the education process at the graduate level.