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The Effective Delivery of a Streaming Video Course Lecture

Author

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  • Russell Calk
  • Kerry Alt
  • Sherry K. Mills
  • Richard Oliver

Abstract

This study compares the effects of a faculty-read non-interactive streaming video lecture to the same lecture read by paid actors on student performance and perceptions. The scope of the study is limited to one learning objective of the first accounting course. No significant differences were found in student performance (n = 46), as measured by quiz grades, or student perceptions, as measured by a survey instrument, between the lectures read by faculty members and the lectures read by actors. These findings have implications for authors of online course content because the results suggest that the effectiveness of a non-interactive video presentation might not be dependent on the presenter. Faculty time might best be spent developing content with paid student actors going on-camera for recording the actual presentation.

Suggested Citation

  • Russell Calk & Kerry Alt & Sherry K. Mills & Richard Oliver, 2007. "The Effective Delivery of a Streaming Video Course Lecture," Accounting Education, Taylor & Francis Journals, vol. 16(1), pages 81-93.
    • Handle: RePEc:taf:accted:v:16:y:2007:i:1:p:81-93
    DOI: 10.1080/09639280600843393
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    Cited by:

    1. Apostolou, Barbara & Hassell, John M. & Rebele, James E. & Watson, Stephanie F., 2010. "Accounting education literature review (2006–2009)," Journal of Accounting Education, Elsevier, vol. 28(3), pages 145-197.

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    Keywords

    Streaming video lecture; online course;

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