Digital audio video assessment: surface or deep learning - an investigation

Abstract

This research aims to investigate an assertion, endorsed by a range of commentators, that multimedia teaching and learning approaches encourage learners to adopt a richer, creative and deeper level of understanding and participation within the learning environment than traditional teaching and learning methods. The thesis examines this assertion by investigating one type of multimedia activity defined (for the purposes of this research) as a digital audio video assessment (DAVA).

Data was collected using a constructivist epistemology, interpretative and naturalistic perspective using primarily a qualitative methodology. Three types of data collection methods were used to collect data from thirteen Diploma of Event Management students from William Angliss TAFE. Firstly, participants completed the Biggs Study Process Questionnaire (2001) which is a predictor of deep and surface learning preference. Each participant then engaged in a semi-structured interview that elicited participant's self-declared learning preferences and their approaches to completion of the DAVA. These data sources were then compared. Six factors that are critical in informing the way that the participants approached the DAVA emerged from the analysis of the data. Based on these findings it is concluded that the DAVA does not restrict, inhibit or negatively influence a participants learning preference. Learners with a pre-existing, stable learning preference are likely to adopt a learning approach that is consistent with their preference. Participants that have a learning preference that is less stable (more flexible) may adopt either a surface or deep approach depending on the specific task, activity or assessment.