"Multimedia Adoption at BEA Member Schools"
Published in Feedback (Fall 1996).

by Steven Daniel Anderson & Michelle Hales

Communication educators are considering the implications of desktop video, non-linear editing, fiber-optic delivery methods, CD-ROM, videodiscs, the Internet and the World Wide Web. While the term "multimedia" is sometimes used generically to describe a broad range of new media technologies, most often it is used to describe an interactive, computer-based system which encompasses text, pictures, sound and moving images. Hudson and Holland (1992) say that the term "interactive multimedia" is probably the most appropriate term, thus placing the emphasis on interactivity. Most often the term "interactive multimedia" refers to the use of "authoring" software to create messages available on CD-ROM (Hudson & Holland, 1992). However, interactive multimedia may have a variety of delivery methods. Besides CD-ROMs, multimedia may exist in a linear or presentational form on a computer hard disk or even video tape. One exciting development has to do with the use of interactive multimedia on distributed networks (i.e. The World Wide Web).

New technology is also changing the world of traditional audio and video production. At many institutions, desktop video is being used to describe any computer-based system of producing video material. The latest buzzword for such activity is "non-linear editing." The term comes from the fact that computer based video and audio editing can be done in a non-linear (straight line) fashion. Ferraro (1993) points out that the term "desktop video" is being replaced by the term "multimedia production." Is this multimedia production, interactive multimedia, desktop video or perhaps just a new form of video production? Besides the ambiguity regarding definition, one of the most important questions has to do with what traditional mass media departments are doing in the area of multimedia (however they define it). Van Tassel and Grant (1995) investigated the use of CD-ROM and videodisc at BEA member schools. According to Van Tassel and Grant (1995) "because of the difficulty in assessing the presence of 'all' communication technologies (as well as the difficulty in defining the term), we decided to choose two specific technologies which were likely to represent the presence and application of emerging technologies in broadcast programs" (p. 7). Their study, while essentially a multimedia study, looked primarily at whether or not schools had access to CD-ROMs and videodiscs. The study did not address the use of multimedia to create interactive messages or the development of curricula to teach multimedia creation.

The goal of this study was to determine what traditional academic departments of communication, mass communication, journalism, and broadcasting are doing with multimedia. The study surveyed Broadcast Education Association (BEA) member institutions to determine what they are doing from the standpoint of teaching multimedia creation and to address implications for traditional programs in mass media.

The survey population consisted of institutional members of the Broadcast Education Association (N=250). Responses were obtained from 87 schools giving a response rate of 34.8%. The survey contained 25 questions and had three sections. Section one provided information about title, department name and whether or not departments were currently incorporating multimedia creation in the curriculum. Section two was completed by those respondents who indicated they were incorporating multimedia creation and attempted to determine something about what is currently being done. The third section was completed by all survey respondents and attempted to answer questions pertaining to attitudes about the role of multimedia creation in the curriculum and plans for the future. The survey did not include questions pertaining to school name, size or location. Respondents were provided with a postage-paid, self-addressed return envelope.

A cover letter explained that the study would be used to help the BEA Multimedia Task Force, which was created at the 1995 annual convention. It also stated that survey results would be part of a Task Force Report to be presented at the 1996 convention.

The largest number of respondents identified themselves as professors (43.7%). No distinction was made between full, associate or assistant professors. Only 27.6% said they were either a department head or chair, 14.9% held the title director and 13.79% fit some other category. Almost half were departments of communication (49.4%), while 18.4% were broadcasting departments and 11.5% were journalism or mass communication departments. The category "other" was listed by 20.68%.

Nearly two-thirds (62.1%) of respondents indicated they currently incorporate multimedia creation in their curriculum. These classes were offered either within their own department or from another department at their institution. Respondents said they were most aware of Art departments offering such classes (25%), while Education departments (Instructional Technology/Education/Design) departments were next highest with 20%. The remaining percentages were spread around between Computer Science and a variety of other academic units (55%).

The application most in use was "image creation/editing" (46%) followed by "desktop/non-linear editing" (44.8%), "HTML (hypertext markup language for web page creation) at 39.1%, "desktop-clip video editing software" (36.8%) and "authoring software" (35.6%). All of these applications tended to be taught within the respondents' own departments (ranging from 83.78% to 92.68%) and in most cases the classes were not required. Classes incorporating "desktop/non-linear editing" applications were the most required (48.78%). "Desktop-clips" (44.12%), "authoring software" (37.5%) and "image creation/editing" (35.14%) were the next highest and "HTML" (29.03) was the least required.

More than 8 out of 10 (83.33%) said that when "authoring software" was being utilized it was part of non-traditional classes in the area of multimedia. However, desktop/non-linear editing was most likely to be taught in existing, traditional classes such as TV or Audio Production (82.92%). Even the editing of computer desktop video clips was more likely to be taught in traditional classes than classes which are specifically multimedia oriented (73.53%). The other applications were fairly evenly split between "multimedia" classes and "traditional" classes. Respondents indicated that student response to multimedia creation classes was either very favorable (46.15%) or favorable (40.38%).

Only 7.41% of respondents indicated that they currently offer a degree in multimedia and only 23.6% indicated any plans to do so in the future. The vast majority say that multimedia classes should be incorporated in mass media curricula (96.34%), but fewer say that new classes in multimedia should be required (37.5%). A majority believe that multimedia should be incorporated in both new classes specifically dealing with multimedia (83.13%) and within traditional classes such as Video and Audio Production (79.76%).

Out of those currently teaching multimedia creation, 46.3% consider the classes to be "skills" oriented. Exactly half said they are both skills and theoretical. When asked about future plans, only 19.28% said the classes should be exclusively "skills" and 80.72% said they should be balanced between "skills" and "theoretical."

Survey respondents were also asked to rate the importance of several multimedia categories as to their importance to broadcast/media curricula. Several operational definitions were provided to aid the survey respondents for this question. Presentation multimedia was defined as "the development of computer-based multimedia material for a linear presentation (non-interactive)". Packaged multimedia was defined as "materials for the creation of interactive CD-ROMs or CD-Is". Kiosk multimedia was defined as "interactive programs housed in desktop systems, or self-contained units such as those found in malls, offices, travel agencies, student unions, etc." Networked multimedia was "the World Wide Web or truly interactive cable/TV services". Finally, Desktop Video/Audio (Non-Linear Editing) was defined as "the use of computers for video/audio production (editing of digital audio & video)".

Of these, Desktop Video/Audio (Non-Linear Editing) was seen as the most important by a wide margin (see Table 1). Almost 80% (79.1%) said this category was very important to the curriculum. The use of multimedia for networked distribution (i.e. the World Wide Web) was seen as next most important (38.75% "very important"). Kiosk multimedia (multimedia computers in mall, museums etc.) was seen as least important (6.41% "very important"). (See Table 1)

Only about 1 out of 10 (9.52%) respondents said they currently had an active search underway for some to teach multimedia. However, nearly 4 out of 10 (39.44%) responded that they expect their next search to include someone who can teach multimedia. And, 68.29% said they anticipate hiring faculty to teach in the area of multimedia in the near future.

When asked about the biggest challenges for BEA member schools where multimedia instruction is a goal, "equipment and facilities" was checked most often (46.43%), followed by "faculty development & support" (38.10%), "finding qualified instructors" (10.71%) and "lack of software/hardware standardization" (8.33%). (Some respondents checked more than one category).

Only 13.1% said they or other members of their departments belong to multimedia associations such as the "Interactive Multimedia Association" (IMA) or the "National Multimedia Association of America." Out of these, the IMA was named the most often (n=6). Slightly more than half (57.69%) said they did not feel there was a need for BEA to add a new division dealing specifically with multimedia. The majority (75.32%) said they thought BEA should adopt multimedia as a convention theme in the near future.

Survey results suggest that BEA member schools are taking a serious look at multimedia within their curricula. Already nearly two-thirds incorporate multimedia creation and the vast majority say they will do so in the future.

Among those departments incorporating multimedia, there is a wide variety of multimedia usage. However, desktop video/audio (non-linear editing) applications appear to be most at the core. Half of all schools already incorporating multimedia require classes in which this application is a component. Furthermore, when looking at which categories respondents felt were most important in the broadcast/media curriculum, desktop audio/video (non-linear editing) was considered the most important by a wide margin. This may be due to the fact that non-linear editing skills are considered an extension of traditional broadcast activities. In essence, it is a logical extension of technology and application to an existing activity, namely the editing of video and audio material. Just as broadcasting/media departments made the jump from film to videotape, the editing of video material on a computer may be viewed as simply the next step.

On the other hand, multimedia creation in the realm of authoring (CD-ROM production) and HTML (web page construction) are drastically different forms of communication from traditional media activities. Sometimes referred to as "new media", these applications introduce an element of interactivity and differ in a number of respects. It may be that many communication educators, trained and educated in traditional non-interactive media such as print journalism, broadcasting and public relations, may simply be less familiar with these new forms.

Still, 85% of respondents say that networked multimedia (mainly web page construction) is either very important or important in our curricula. And, nearly 70% (67.5%) say that packaged multimedia (i.e. CD-ROM development) is either very important or important. This indicates that communication educators believe that the World Wide Web and other interactive forms of communication represent a growing need.

Overall, communication educators see a strong need to develop multimedia training in our departments. Almost all (96.34%) say that we need to incorporate multimedia and an almost equal number anticipate doing so (95.18%). Change in the business of traditional broadcasting and the growing popularity of interactive CD-ROMS and the World Wide Web are pushing communication educators to pursue an expanded role for multimedia in our curricula.

While the vast majority of respondents indicated that new courses specifically dealing with multimedia creation should be incorporated (83.13%), not nearly as many felt these classes should be required (37.5%). This may be because the communication "core" is already full. In some cases, departments may have credit hour limitations imposed by university or state mandate or even by an accrediting body. For those programs already accredited by, or seeking accreditation from, the Accrediting Council for Education in Journalism and Mass Communication (ACEJMC), the curriculum standards are already creating difficult decisions. ACEJMC standards state that accredited programs must require 90 semester hours of general education outside of the department. (Of those, 65 must be in the liberal arts and sciences). Most undergraduate degree programs require between 120 to 128 semester hours total. This leaves only 30 to 38 hours for classes within the department. The idea of requiring a multimedia class or classes further hinders administrative efforts to stay within the limits. It may also be that departments don't have the resources, and don't anticipate acquiring the resources, to accommodate the large number of students who would need to be seated at multimedia computers if a multimedia class were required.

It may also be difficult for these programs to consider new degree programs or the creation of a new sequence or emphasis area. Very few programs are offering a degree or emphasis in multimedia (7.41%) and few indicate an interest in doing so in the future (23.46%). Our field has long crossed disciplinary boundaries and many departments are already very broad, encompassing diverse areas such as speech, print journalism, broadcasting and broadcast journalism, public relations and film. It may make more sense to incorporate multimedia creation in existing sequences or simply restructure existing emphases. While there may be differences in skills and applications, the concepts may be similar enough to avoid creating whole new sequences. In this view, multimedia is not an entirely new medium and is more the same as traditional broadcasting than it is different. Still, the fact that almost 1 in 4 believe they will offer an emphasis in multimedia in the future indicates that a significant change is underway. This figure may rise in the years ahead as demand for such skills increase.

The growing emphasis on multimedia is also evidenced by the results pertaining to faculty searches. The fact that only about 10% (9.2%) of schools currently had a search underway for someone to teach multimedia, needs to take into account that may departments may not have had active searches for any position. More striking is the statistic that nearly 4 out of 10 (39.44%) surveyed said that their next search would include someone to teach multimedia applications. Considering the potential number of different position one might find in diverse communication departments, 4 out of 10 seems quite significant. More than two-thirds said they anticipate hiring in the area of multimedia in the future. If these plans hold true, there will be an increasing need for people who can teach multimedia. This suggests there will be an even greater demand for people with professional skills and/or an academic background in multimedia in the years ahead. As feeder programs for tenure-track positions, the figures have implications for graduate programs at the masters and doctoral level as well.

Concerns about equipment and staying up to date have long been critical to addressing communication curriculum needs. Communication educators see this trend continuing in the world of multimedia. Concern over "equipment and facilities" (46.43%) along with "faculty development and support" (38.10%) were seen as the greatest challenges to schools where multimedia is a goal. The purchase of new equipment comes at a high cost and there is still a need to maintain existing analog equipment while the conversion to an all-digital world takes place.

In conclusion, this study has helped gauge the state of multimedia application at one point in time. The results suggest that mass media educators are adopting multimedia creation in a variety of forms and that they see multimedia as being a critical component in our future curricula.

Distance Learning (1994, November/December). Syllabus, pp. 41-44.

Ferraro, C. D. (1993). Embracing changes: Teaching the factors of computer-based image construction and manipulation. Feedback, 34(3), 20-25.

Hudson, T. J. & Holland, S. D. (1992). Interactive multimedia instruction in video production classes. Journalism Educator, 47(3), 18-26.

Kipper, P. (1992). Editor's Note. Feedback, 33(2), I.

Technology Across the Curriculum (1994, November/December). Syllabus, pp. 34-40.

Van Tassel, J. & Grant, A. E. (1995). Communication technology at BEA member schools. Feedback, 36(2), 7-9.