A Comparative Analysis of Point-of-View Modeling for Industrial and Technology Education Courses

Enrollment in technology education at the college level has been declining (Isbell & Lovedahl, 1989; Volk, 1997; Daugherty, 1998; Hill, 1999; Ndahi & Ritz, 2003; Moye, 2009). It is essential for technology teacher educators to investigate ways to increase the enrollment in their programs, or the profession may fail to provide technology teachers in the future (Ndahi & Ritz, 2003). A solution that several institutions with technology education programs have adopted is the offering of the program via distance learning. Distance learning “allows participants to collapse time and space” (Cole, 2000, p. ix). According to Flowers (2003) technology education programs “with a history of hands-on learning at the undergraduate level” have been slow to implement distance learning techniques and strategies (p. 64). Therefore, it is important to explore the extent to which distance-learning technologies such as video modeling can be used by industrial and technical teacher education faculty. The intention of this study is to add to the body of knowledge on effective video modeling procedures and, in particular, the point of view used when recording instructional videos.