Learning from television: What the research says.

Chu, Godwin C.; Schramm, Wilbur

doi:10.1037/e427182004-001

Cited by 95 publications

(61 citation statements)

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“…In most literature, comparative studies examining delivery systems in distance education report no significant differences in learning (Hoyte & Frye, 1972;Chu & Schramm, 1975;Whittington, 1987;Bacon & Jakovich, 2001). According to Dillon, Hengst and Zoller (1991), however, these "comparison studies" generally find either no significant differences in learning or significant differences in favor of the distance students.…”

Section: Rationale For the Current Studymentioning

confidence: 99%

“…Factors, such as the unique attributes of the technology (Denton & Clark, 1985), the type of learning outcome desired, or the method used (Dillon & Strohmeyer, 1991) are rarely investigated, however. The question our research seeks to answer is not whether to use technology per say, but rather how best to use it (Chu & Schramm, 1975). …”

Section: Rationale For the Current Studymentioning

confidence: 99%

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Instructional Strategies in Teaching Engineering at a Distance: Faculty perspective

Ariadurai

Manohanthan

2008

IRRODL

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This paper presents research on a convenience sample of the Open University of Sri Lanka's engineering faculty. Examined in this research are faculty's opinions on the instructional strategies they use to teach engineering courses at a distance. First, this paper details the pedagogical strategies used by the faculty, which is then followed by an overview of faculty's opinions on the strengths and weaknesses of engineering courses offered by the Open University of Sri Lanka. Recommendations are given to improve the overall effectiveness of the engineering courses. It is anticipated the adoption of these recommendations will result in greater student competency and lower drop-out rates.

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Section: Rationale For the Current Studymentioning

confidence: 99%

Section: Rationale For the Current Studymentioning

confidence: 99%

Instructional Strategies in Teaching Engineering at a Distance: Faculty perspective

Ariadurai

Manohanthan

2008

IRRODL

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“…The generally favorable outcomes of the summative evaluation of "Sesame Street" (Bogatz and Ball 1971) and the results of a large number of other studies of instructional television (vide Chu and Schramm 1967;Leifer, Gordon, and Graves 1973) indicate that television is an effective medium for the direct teaching of at least .some intellectual competencies. It has-been demonstrated that programming of a "Sesame Street" variety can produce such outcomes as rote counting, identification and labeling of let ters, simple discriminations of similarities and differences, and the use of some simple relational words; but this type of program ming has evidenced considerably less success in facilitating more complex conceptual behaviors with disadvantaged preschool chil dren (Bogatz and Ball 1971;Henderson and Swanson 1975).…”

Section: Practical Rationalementioning

confidence: 97%

The Relative Influence of Observation, Imitative Motor Activity, and Feedback on the Induction of Seriation

Swanson¹

1979

The Journal of Genetic Psychology

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“…For example, in the early days of individualized computer-based training interventions or self-paced instructional approaches, an over-reliance on linear modeling or factor analytic versus self-report assessments or observational research methods was a theme of methodologists (such as Glaser, 1963;Atkinson and Shiffrin, 1968;Wang, 1968Wang, , 1992Wang, , 1997Resnick and Wang, 1969;Chu and Schramm, 1975;Cronbach, 1975;Snow, 1976Snow, , 1989Cronbach and Snow, 1977;Snow et al, 1980;Perkins and Salomon, 1992;Cronbach and Shavelson, 2004).…”

Section: Enduring Learning Strategies Research Concernsmentioning

confidence: 99%

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

McCombs

2017

Front. Educ.

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This selective historical review summarizes research on learning strategies conducted in the past 50 years and summarizes how the field has evolved. Two goals guide the review: (1) update the literature on the origins of the learning strategies research "movement" and (2) highlight in the supplement the work of one of the early contributors, Claire Ellen Weinstein, whose pioneering work endures up to now. This review fills the gap of other recent reviews by including research on learning strategies began in the 1960s and 1970s that received significant funding from military sources but remained largely hidden in technical reports and hard to find academic documents. The outcomes of this review reveal that the field is thriving, with two major unifying themes. First, there is a focus on metacognition and second, there is a focus on the whole learner and interventions that address cognitive, metacognitive, affective, physical, cultural, and social needs. The research of Dr. Weinstein (who passed June 23, 2016) has framed past and current learning strategies research agendas and includes her development, validation, and implementation of the Learning and Study Strategies Inventory in traditional and online learning contexts. This review and Supplementary Material section's personal stories include many of the early learning strategies research findings, definitions, and interventions that remain in use across the nation and world today. Future research issues and areas needing more focused attention in the years ahead given our increasing complex, digital, and diverse world are summarized in final sections of this review. My purpose in this review is to update the literature on the origins of the learning strategies research "movement. " Reviews over the past 50 years have missed many of the research contributions up to now of those who were part of the military-funded efforts during the late 1960s and early 1970s to enhance training effectiveness and efficiency in traditional and computer-assisted training contexts.Much of this early research ended up in technical reports and products not easily accessible in academic databases such as ERIC. This review is meant to update the field of learning strategies research and show how it has evolved into the many specialties we see today.A secondary purpose is to highlight, in the Supplementary Material, the work of one of these early contributors, Dr. Claire Ellen Weinstein, whose personal and professional friendship endured through our graduate student years until she passed suddenly on June 23, 2016. Readers are asked to understand that the dedicated homage in the Supplementary Material section to Dr. Weinstein is selective given it is a product of my own recollections and potential biases.On the whole, my hope is that it will inspire current and upcoming researchers interested in helping all students succeed as they search for theoretically and empirically grounded educational paradigms that address how students learn needed skills and characteristics in twenty-first c...

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Learning from television: What the research says.

Cited by 95 publications

References 0 publications

Instructional Strategies in Teaching Engineering at a Distance: Faculty perspective

Instructional Strategies in Teaching Engineering at a Distance: Faculty perspective

The Relative Influence of Observation, Imitative Motor Activity, and Feedback on the Induction of Seriation

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

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