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| Autor/in | SCHRAMM, WILBUR |
|---|---|
| Titel | WHAT WE KNOW ABOUT LEARNING FROM INSTRUCTIONAL TELEVISION. |
| Quelle | , (35 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; College Students; Educational Media; Educational Television; Teaching Methods; Television Research; California; California (Stanford) |
| Abstract | TELEVISED INSTRUCTION WAS FOUND TO BE AS EFFECTIVE AS CLASSROOM INSTRUCTION WHEN RESULTS WERE MEASURED BY FINAL EXAMINATIONS OR BY STANDARDIZED TESTS. STUDENT ATTITUDES TOWARD INSTRUCTIONAL TELEVISION WERE VARIED, GRADE SCHOOL STUDENTS THOUGHT THEY LEARNED MORE FROM TELEVISED CLASSES, BUT HIGH SCHOOL AND COLLEGE STUDENTS WERE DOUBTFUL. COLLEGE STUDENTS WERE GENERALLY LESS ENTHUSIASTIC THAN HIGH SCHOOL STUDENTS. ATTITUDES OF COLLEGE STUDENTS DEPENDED PARTIALLY ON THE SUBJECT INVOLVED. MOST TELEVISION TEACHERS FAVORED THE MEDIUM, WHERAS THOSE WHO DID NOT TEACH TENDED TO BE SUSPICIOUS AND RESISTANT. TEACHER ATTITUDES VARIED WITH THE SUBJECT INVOLVED. WHEN VIEWING CONDITIONS WERE EQUALLY SATISFACTORY, CLASS SIZE HAD NO EFFECT ON LEARNING FROM TELEVISION. MOST STUDIES FOUND NO SIGNIFICANT DIFFERENCES IN RETENTION OF SUBJECT MATTER WHETHER THE TEACHING WAS FACE-TO-FACE OR BY TELEVISION. A NOVELTY EFFECT WAS PRESENT IN MOST OF THE STUDIES, BUT IT WAS NOT ALWAYS FAVORABLE. SUCH INTANGIBLE LOSSES THROUGH TELEVISED TEACHING AS LACK OF SOCIAL INTERACTION AND LACK OF CONCERN FOR INDIVIDUAL DIFFERENCES WERE FOUND, BUT TELEVISION STUDENTS DID WELL IN TESTS OF CRITICAL THINKING, PROBLEM SOLVING, AND OTHER NONROTE ASPECTS OF LEARNING. RESEARCH ON THE RELATION OF FORMS OF TELEVISED TEACHING TO LEARNING HAS REINFORCED THE BELIEF THAT GOOD TEACHING IS THE SAME ON TELEVISION, FILM, OR THE LECTURE PLATFORM. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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