Abstract
Interactive
CD-ROM technology has advanced to include Internet database management
and processing for research purposes. This article describes the design
and implementation of a recently published manuscript using an
interactive CD-ROM intended to gather and transmit data to an
internet-maintained database. Participants viewed a video counseling
session from the CD-ROM that facilitated the research process. Data was
also gathered on the use of CD-ROM technology for research use from the
participants.
Recent advancements
in computer technology involving design and creation of interactive
CD-ROMs for use in teaching and learning have brought about the
expansion into the area of research (Baltimore, 2004). The capability for
instructors to design, create and distribute content for students has
also seen growth. Computer hardware is widely available as most
computers now come with CD-ROM read/write drives allowing compilation of
content. Software is also available for creating interactive,
menu-driven, software that gives the recipient of the CD-ROM, menu
choices, and ultimately control of how the content will be viewed. In
addition, the authors of interactive CD-ROMs, built with the end user in
mind, have creative control over numerous aspects of such a project.
For example, authors may create and present data in a methodical fashion
and progressively present material for the user to navigate according to
a schema originating with the design of the project.
Creating CD-ROMs for
use in the classroom as supplemental materials has developed as faculty
worked to create additional materials for their students. Under Fair Use
standards (Stanford, 1997), content used in educational settings are not
restricted to the same copyright limitations as public display. A teacher and college
faculty member must be careful not to violate copyright, yet can have
clear legal permission to use materials in the classroom for educational
purposes.
Many additional
uses for interactive CD-ROM development can be shown. Business and
training programs can design CD-ROM discs specific to learning skills or
techniques. Video recording procedures or demonstrations can be
formatted for compact disc, easily duplicated and distributed at a low
cost. The computer hardware and software necessary for the
design and creation of compact discs is also more affordable for the
average instructor or trainer.
Another use for
interactively designed CD-ROMs is in scholarly research. Using
technology for research purposes (McGothlin, 2003) may present the
opportunity to refine data gathering techniques and produce projects
with comparable reliability and validity to traditional methods.
Material that is consistently presented with procedures that are
standardized can work to provide a more controlled research environment
thus improving the likelihood of reliable results.
Given the
wide-spread and growing use of computers in education and at home, the
opportunity to participate in technology-assisted research increases.
Traditional research protocols can be designed to capture data over
large geographic areas thus increasing distribution. Appropriate
research methodology can be constructed that maintains outcome accuracy
as well as valid and reliable results. In fact, technology-assisted
studies can be disseminated over the Internet, data collected locally
and the results printed in professional online journals without
traditional paper and pencil distribution.
The addition of
easily viewed, working multimedia over the internet has also progressed.
Most, if not all, recently purchased computer systems are capable of
playing video and audio files of considerable length and size.
Innovations in this area will continue to add to the clarity and
precision in the presentation of multimedia materials. Distribution of
enhanced CD-ROM discs, capable of interacting with the Internet, and
accomplishing a variety of tasks, particularly in education and training
circumstances, are now possible.
This project uses
an interactively designed multimedia CD-ROM to present a counseling
session to clinical supervisors for rating. The CD-ROM was designed to
guide the participant through the introduction to the study, consent for
participation, and familiarize the participant with the activity for
rating. The rating scale was created on a website and data entered was
collected in an online database for analysis. The resulting study (Fitch,
Baltimore & Gillam, 2005) focused on supervisor consistency.
This article
reviews the process of designing, creating and executing a research
study using technology that includes multimedia CD-ROM, website
creation and database analysis while maintaining traditional standards of
research methodology. The use of technology is explained with the
benefits and disadvantages of conducting research studies in this
manner.
Project
Conceptualization
This research
project began with the authors, at a Southeastern University, discussing
concerns related to areas of clinical supervision, and particularly,
supervision evaluation. The discussion encompassed the
author’s concern
regarding consistency among clinical supervisors in rating supervisees.
From these discussions, a basic question was generated: Is there a
measure of consistency across clinical supervisors for their
supervisees? To address this question, the author’s discussion developed
into the possibility of a research design to answer this question.
As the result of
further discussion, a number of issues developed. One important issue
raised was the notion of diversity of theoretical orientation among
clinical supervisors. Depending on training, experience, and personality
variables, clinical supervisors display a wide range in the use of
theoretical approaches. This variable was cited as a basis for a
hypothesis leaning toward inconsistency in ratings. That is, ratings
might be affected by the supervisor’s theoretical orientation leading to
a focus on certain theory-related variables. In other words, variables
important to the supervisee being rated higher or lower might be
dependent on the supervisor’s perception based on adherence to theory.
Another variable among clinical supervisors consistency arising from the
discussion was contextual variables. Here, the counseling site, client
and presenting problems, counselor skill and experience as well as other
contextual variables would introduce a threat to consistency. Any
experimental design should take into consideration ways and means to
lessen the impact of context variables on the outcome data collected.
Controlling context variables in counseling outcomes studies (Whiston &
Sexton, 1998) is a major difficulty. Since little research exists
regarding supervision consistency, the authors in their discussions
attempted to design a study to belay the impact of uncontrolled
variables and to address portions of supervisor consistency. The
authors began a research project that attempted to measure consistency
among clinical supervisors in a controlled setting.
Obviously, it was
important to design a study where supervision ratings could be captured
in a standardized way such that empirical controls would limit error and
increase accuracy of measurement. If clinical supervisor participants
could view a single counseling session, the ratings could be compared. A
counseling session that contained typical interactions, those often seen
between counselor and client in a given setting, was considered.
Further, if the same session could be viewed across supervisors using
the same rating instrument, then overall validity might be increased.
That is, clinical supervisors viewing the same counseling session and
using the same rating criteria will provide researchers an opportunity
to record a measurement of consistency.
One way to provide
a standardized stimulus for rating was to create a videotaped counseling
session for review. A video version of a counseling session would
provide raters (clinical supervisors) will little or no variation effect. A
videotaped session could be duplicated and presented to supervisors in a
consistent manner. The authors undertook a discussion to design and
construct a research project to measure supervisor consistency using a
videotaped session.
Using Technology
In order to
construct a paradigm where clinical supervisors could review the same
counseling session and record their ratings, technology was employed to
answer questions of the delivery and data collection of the research
project. One author, experienced in CD-ROM creation and video editing
suggested that the videotaped
counseling session could be deployed on a
compact disc that could be played on computers in a supervisor’s
office. Constructing a disc that introduced the supervisor to the
research project must follow protocol for similar research projects and
meet all the criteria for human subjects review. Thus, the CD-ROM disc
must have several important components.
During the
introduction to the research project, the participant must be presented
with the opportunity to participate or decline. Further, agreement to
participate must be recorded to document agreed participation.
Interactivity built in to
the compact disc would allow for informed
consent, participation and full instructions for participating. In
addition, the disc should allow for data gathering and processing of
responses from the participant. In other words, the CD-ROM should
deliver a similar experience as that of a research project expected
procedure. The authors began a systematic approach to the design of the
necessary components and procedural structure of a compact disc to meet
this expectation.
In addition to a
CD-ROM as the platform for a research project, a website for collecting
data needed to be created. The interactivity between CD-ROM and website
is crucial for collecting responses into a database. The design
encompassed this interactivity to allow the end-user a seamless process
of participation.
Given the ability to
create a CD-ROM product capable of delivery and capture of the
components of a research project, the authors set about to develop a
final project that was easy to use, with simple instructions, that met
criteria of a well-constructed research project, and would use
technology to assist in the process.
Creating the
Structure
An
interactive CD-ROM containing a video demonstration of a counseling
session (or portion of a session) and the necessary procedures for
implementing a research project was initiated. To provide the end-user
(participant) with a complete experience, authors attempted to create a
design that duplicated traditional procedures, yet was easy to use.
Given certain apprehensiveness on the part of new computer users,
awareness was given
to a simple, fluid design. This meant that when the
CD-ROM was placed in the computer, the CD auto-started with instructions
presenting an easily-followed navigation structure decreasing the
likelihood of errors due to the technology.
The
structure of the CD-ROM, the actual computer display, was designed to
give the end-user information that would lead them through the
experience. That
is, introduce the study, introduce informed consent and obtain
permission, provide easily understood instructions, play the video
session, and
immediately present the opportunity to use a rating form
for the session.
In
addition, the authors allowed for session review during the rating
process.
After rating the counseling session, the participant submitted their
responses and were
thanked
their participation and the CD-ROM would end.
Several questions were raised to ensure this process would be efficient.
For example, can a disc be created that could be played on the most
accessible current-day computers? How can this disc be copied and
distributed? How will informed consent be managed? Since this project
relies on video on disc, can a video play uninterrupted without
technical problems? How will data be collected? How will the rating form
be designed in order for data to be captured?
The
authors answered these questions by using menu-driven compact disc
development software. Interactive CD-ROM creation (Baltimore and Brown,
2004) allows the trainer to design materials from the end-user’s point
of reference. This perspective includes in the design a step-by-step
process to create a usable product.
In
essence, several questions were considered. What will the user see and hear as the presentation begins?
What is the order of the material presented? The answers to these
questions are based on traditional research design and include such
necessary and required presentation as informed consent. For instance, a
signed or acceptable agreement by the participant must be acquired
before participation can continue. The technology, now commonplace, is
the interactive response on the computer (checking a radio button or
click box) to accept or agree to the informed consent and make
continuing with the study contingent on the response. Given the current
technology, a response will send the user to different “pages”, that is,
to continue or to resign.
This
type of decision-making on the part of the research designer must be
made throughout the project. Another instance, where this is important
is the data collection. In this study, participants completed an online
survey that was immediately submitted to and organized in a database.
The stored results were then analyzed using traditional statistical
procedures. This step was an important step because the technology
allowed the researchers to gather, input and organize data for immediate
analysis. This one step can be invaluable to researchers as it reduces a
lengthy and sometimes expensive and exhaustive process into an automatic
one.
Each
step in the process allows the researchers to contemplate and decide the
best use of technology for a specific procedure. At the outset,
consideration of where the technology can be best used is a central
task. This process of blending specific technologies with a research
interest and the resulting in a step-wise
procedure, is the foundation to a successful project.
Technical Aspects
and Presentation
To design an
interactive CD-ROM giving the end-user a simple interface and
navigation choices, a program entitled: AutoPlay Media StudioŽ was used.
This program provides a CD-ROM author with a construction tool that
allows for creative design of interactivity. It allows one to quickly
create a custom “autorun” CD with menus, interactive presentations on a
Microsoft Windows platform. In short, the software provides the
framework for authors to create “pages” or “chapters” complete with
background images, menu choices and connectivity with internet,
databases, and other computer software. Also, the software permits
authors to embed video and other multimedia within a project up to the
limit size of a CD-ROM, typically 650 to 700 MB of data. This software
was chosen to
build the CD-ROM for this project and the outline began.
The structure of this project can be seen in this picture.
This menu-based
software was then used to build the framework for the project, much like
a traditional research approach, to provide a consistent experience for
the participant. Interactivity, such as buttons for navigation, text
instructions, and video placement was created and placed on the
appropriate pages. Internet connectivity was placed on the page where
the survey was shown. This connection was checked by the software as a
result of opening the page. If a connection was present the survey was
presented. If an internet connection was not available, the user was
asked to make the connection at that time.
Once survey was
submitted, the user was presented with a “thank you” page and given
permission to use the video clip for teaching purpose as a gift for
completing the study. In retrospect, two aspects of this project
presented the need for more than the usual knowledge many computers
users might have. These two areas were the video on CD-ROM and its
playability and the survey result being compiled into a database online.
Video on CD-ROM
In order to place a
video clip of the counseling session on the CD-ROM, attention had to be
paid to file size and other restrictions. These restrictions concerned
hardware compatibility of the end-user’s computer, of which there are
vast differences among operating systems, hardware configurations, disc
drive speed, to mention a few. Creating the video clip for CD-ROM must
include the most used compression/decompression schemes (codec) for
playback.
The video was
completed using a digital camcorder and was converted to a windows-based
codec for editing on the computer. Once the video file was rendered to
computer, editing software was used to prepare the video for publication
and reduce the file size. The video file was then converted to several
codecs that could be easily played on most windows-based operating
systems. (Initially, participants were informed that the CD-ROM was to
be used on windows computers.) The resulting video files were added to
the software folders and made available at the appropriate time in the
project.
Database
Data Collection on the Internet
A
database with the relevant terms and value labels was created and
mounted on the campus server to receive data from the survey.
Corresponding questions from the survey matched database categories for
the answers to be
collected. This project used active server pages (asp)
to program the survey page to the database. In other words, when the
participant saw and interacted with the survey, they were actually
connected to a survey and database on the campus server, not on the
CD-ROM. This interactivity can be valuable in that it presents a
consistent experience across both the CD-ROM and internet without the
user doing any work to make the connection.
The
technology-designed project structure was the platform for investigating
what was the subject of the study, clinical supervision consistency.
Importantly, clinical supervision comparisons were made when the
targeted sample of supervisors could view and rated a single sample of a
counseling session.
Components of
clinical supervision
In
designing the clinical supervision component of this study, attention
was given to typical issues seen by supervisors as they train
supervisees. Several of these issues were discussed. First, for the
video should contain opportunities for the counselor to show skills
developed in their training and possible deficits or areas needing
attention. The scenario created should be within a normal range of what
supervisors might see during practicum or early internship from
counselors-in-training.
Participation in
this project enhanced the authors' reflection about supervision, in
general, and their orientations to supervision, specifically. The
scenario was developed to illustrate a typical counseling session likely
to be reviewed by supervisors during practicum or internship. Purposeful
attempts were made to create a scenario that was broad enough to be
relevant to various orientations to and that integrated multicultural
considerations in supervision. The authors had to be aware of
supervision process and practice and their own orientations to
supervision in order to develop a vignette that would appeal to
supervisors with similar or dissimilar approaches. The scenario also
needed to have some degree of connection with the Counselor Skills
Personal Development Rating Form (CSPD-RF) scale as developed by
Torres-Rivera, Wilbur, Maddox, Smaby, Phan, and Roberts-Wilbur (2002),
in order for the video to relate to questions participants would be
asked.
The Discrimination
Model (Bernard, as cited in Bernard &
Goodyear, 1998) reflects one broad perspective for conceptualizing
supervision. Focal areas in supervision cover conceptualization,
intervention, and personalization skills that supervisors can address
through their roles as counselor, consultant, or teacher. Therefore, the
scenario included a variety of conceptual issues that could be addressed
in supervision such as presenting problem, diagnostic impressions, and
background information including family and social history. Furthermore,
suggestions were given to the student, role playing the client, to attempt
to elicit from the counselor interventions exploring the affective and
cognitive domains, self-disclosure, and discussions about multicultural
issues. The intent was to develop a counseling scenario that would
provide opportunities to respond to more than solely client
conceptualization issues.
Use
of video, as opposed to including a written scenario to which
participants could respond, is consistent with a technology-enhanced
approach to research. In addition, compared to a written vignette,
watching a video clip more closely approximates a supervisor's function
in supervision (i.e., reviewing tapes). Videos are also more
multidimensional than written scenarios. Supervisors can respond to
dynamics in the session that may be impossible to note in written form.
Embedding the video clip onto CD-ROM, as opposed to mailing a videotape,
enables the entire study to be contained on one easy-to-negotiate disk.
Participants can navigate the disk on their own terms, review the video
clip as desired, and follow the link to the survey when ready. Compared
to other research methods, the cost of production and mailing of CDs is
inexpensive, the materials are reusable, and there is no return postage
required.
Final Comments and
Overall Discussion
Technology-assisted research can be delivered without sacrificing
traditional methodological structure. As researchers continue to
incorporate technology throughout research design, data gathering,
survey presentation, data analysis, and write up. As technology
continues to advance, the means for new research and research design
possibilities immerge. Control for variables and standardization of
procedures might become planned through new technologies. However, many
of the current technological methods that can assist researchers are
immediately available. This article presented how infusing technology
can support sound research method.
Researchers must also become aware of the limitations of technology
assisted research by weighing the applicability
of using technology
against traditional design and data collection. For example, simply,
does the use of technology assist or support the validity and
reliability of results and do using technology in any way, deter from
sound research principles? One such area has been the accessibility and
sampling issues that arise when researchers use internet or
computer-assisted survey and distributions methods. At first glance, the
possibility of widely distributing a survey instrument on the internet
is appealing as one might hope to collect large numbers of respondents.
However, an overriding concern might be the limitation of gathering data
only from computer users and thus skewing the sample. In turn, this
might have a restriction on the generalizability of the results of the
study.
Other
example of limitations might be found in the technology itself. For
instance, there is no single platform for playing CD-ROMs and DVDs.
Thus, the end-user might not be able to complete a study due to the
differences in platform or playability. Individual computer operating
systems vary, as well as hardware in the computer, and a research
project design to use specific components from the operating system or
hardware may not exist in the user’s computer. This will again have an
impact on the usability and completion.
Overall, technology-assisted research will continue to grow and expand
into the traditional realm of paper and pencil research approaches. The
use of laboratories and equipment has for some time attempted to control
research variables and the task was to design a study with less
extraneous variability. Using recent technological advances must be
carefully examined in light of the improvement and support of research
methods.
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Authors'
Biography
Michael
L. Baltimore is a Professor of Counseling in the Department of
Counseling, Educational Leadership, and Professional Studies at
Columbus State University. He serves as the program coordinator for
Community Counseling. He can be reached at:
baltimore_michael@colstate.edu
Trey
Fitch is an Assistant Professor of Psychology, University of
Cincinnati Clermont College. Questions regarding the accompanying article may be forwarded to Dr.
Ftich at::
tchrey@yahoo.com
Lenoir
Gillam is an Associate Professor in the Department of Counseling,
Educational Leadership, and Professional Studies at Columbus State
University. She is the program coordinator for the School Counseling
program. Dr. Gillam can be reached at:
gillam_lenoir@colstate.edu
