Date of Award

Winter 1991

Document Type


Degree Name

Doctor of Philosophy (PhD)


Urban Services - Urban Education

Committee Director

Dwight W. Allen

Committee Member

J. R. K. Heinen

Committee Member

Ulysses V. Spiva

Committee Member

Robert Lucking

Committee Member

Donald A. Myers


The purpose of this study was to investigate compressed digital video as an instructional delivery system for distance learning. The independent variable was delivery mode. Two levels of this variable were considered. Level 1 was one-way video/two-way audio. Level 2 was two-way video/two-way audio. Student achievement, student attitude, and instructor attitude were measured as dependent variables.

A quasi-experimental study comparing the two delivery modes was conducted. Two treatment groups were established. Both groups received instruction simultaneously from the same instructors. Instructors used both treatment modes (delivery systems) during instruction.

Instructor and student subjects were naval, civilian and military personnel involved in the Communications Security Material System (CMS) compressed digital video teletraining course presented by Fleet Combat Training Center, Atlantic (FCTCLANT), Dam Neck Naval Station, Virginia.

Student achievement and student attitude data were collected for each treatment group. Instructor attitude data were collected for each instructor after experience with both treatment modes. Pre/posttests and CMS course final examination were used to measure student achievement. Student attitude was measured using a student attitude survey. Instructor attitude was measured through individual instructor interviews.

Findings revealed that compressed digital video was a highly effective instructional delivery mode based on pre/posttest comparison and final examination scores of both treatment groups. Instructors preferred two-way video/two-way audio significantly more than one-way video/two-way audio. No significant difference was revealed in student attitude between treatment groups. After experiencing compressed digital video instructional delivery, both groups rated course instruction, course content, and course delivery medium highly. Additionally, both groups rated time and distance as important factors in choosing to attend future courses via instructional television.

Findings suggest compressed digital video can be considered an effective distance learning delivery mode. Further investigation of compressed digital video technology in the instructional domain should be undertaken in the K-12 and higher education environments. Additionally, as compressed digital video technology continues to improve, investigative emphasis should focus on identifying instructional strategies and delivery systems that best support student success.