Television: The performance of nonresident students in the “economics U$A” telecourse

Grimes, Paul W.; Nielsen, Joyce E.; Niss, James F.

doi:10.1080/08923648809526622

Cited by 12 publications

(3 citation statements)

References 3 publications

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“…These technologies differ in their delivery (e.g., text based, video based, real time, virtual time, synchronous dialogue, and asynchronous dialogue) and create vastly different contexts for learning. However, comparative studies of traditional versus nontraditional classrooms indicate that these different educational contexts do not hinder student learning (e.g., Cheng, Lehman, & Armstrong, 1991;Grimes, Nielson, & Niss, 1988;Souder, 1993). In fact, these alternative contexts afford unique educational opportunities (Gillette, 1996).…”

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confidence: 99%

Teaching Child Development via the Internet: Opportunities and Pitfalls

Graham

2001

Teaching of Psychology

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National trends suggest that the demand for distance education will continue to rise. In this article, I describe the development, implementation, and evaluation of a cross-listed undergraduate and graduate-level child development course on the Internet. In addition, I discuss the content and pedagogical goals for the class in the context of technological constraints. Finally, I address the future directions of distance education.

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confidence: 99%

Teaching Child Development via the Internet: Opportunities and Pitfalls

Graham

2001

Teaching of Psychology

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“…On the last day of class, the posttest was given to each student. (Grimes, Neilsen, «& Niss, 1988;Krohn 1981;Martin & Rainey, 1993). This is understandable because the f-test compares the means of one variable for two groups of cases.…”

Section: Methodsmentioning

confidence: 99%

“…Some studies before 1990 tried to overcome this criticism by supplementing television with other technology such as telephones for feedback to create interaction (Arbelo-Atiles, 1972). Still others, like the Annenberg project, designed a course specifically for television and evaluated it (Grimes et al, 1988). All studies of television effectiveness before 1990 must be examined with some reservations, because they did not represent or use technology available today.…”

Section: Television and Distance Learningmentioning

confidence: 99%

A study of the effectiveness of the Iowa Communications Network as a distance learning system by comparing student achievement at the originating site and at remote sites

Payton

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1996; Grimes, Nielsen & Niss, 1988). Many scholars have voiced their apprehension about the rapid growth of distance learning These scholars have expressed doubts about whether distant learning has enhanced or undermined their particular discipline (Blumenstyk, 1996; Guernsey 1998). These scholars justified their doubts and apprehension by contending that the distant learning studies frequently compared traditional school-age, face-to-face students with distance learners who were older, more experienced, and more dedicated to learning. Academia has also argued that distant students had equal or higher achievement, because the courses were designed specifically for distant learning or had superior instructors. Both the public and the scholars have mutual concerns and criticisms of distance learning and its supportive research. Both have emphasized that students and the instructors may be intimidated by the technology and fail to maximize its potential (Dillon & Walsh, 1992). Students uncomfortable with the technology may be hindered in their learning (Parrot, 1995); instructors uncomfortable with the technology may be hindered in their performance (Russell, 1994). The distant learning students may hesitate to ask a question and do not have an opportunity to stay after class to ask the instructor questions. Both the public and scholars lament the fact that distant learners cannot interact with fellow students outside the classroom. Finally^ many in both groups opined that the studies comparing the traditional classroom with the distant learners are outdated, because these studies research obsolete technology. 1995 Research reports are provided on projects that include: the preparation of multimedia-based instruction using the ICN, science instruction for students with disabilities, and professional networking opportunities. 1995 Describes the Iowa Conununications Network. 1995 Concluded that acceptance of the system as an integral part of elementaiy and secondary education will take time. 1992 Cost analysis of different types of distant learning including the ICN. 1997 Contains information for developing, implementing, and administering distance education systems.

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Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature

Lou

Bernard²,

Abrami³

2006

EDUCATION TECH RESEARCH DEV

132

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This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings from 103 studies were conducted according to how media were used to support DE pedagogy. The results indicate that the effect sizes for synchronous instructor-directed DE were consistent and not significantly different from zero; in asynchronous DE, media only supporting independent learning was generally less effective than media supporting collaborative discussion among students, although both subsets were significantly heterogeneous. Follow-up analysis of asynchronous DE findings was framed in terms of three patterns of interaction-student-content, student-instructor and student-student.A longstanding debate in the educational technology literature is whether media or pedagogy makes technology-mediated learning more or less effective. Clark (1983Clark ( , 1994 argued that pedagogical methods and the application of instructional design principles, rather than the medium used, are what affect student learning. Others (e.g., Cobb, 1997;Kozma, 1994;Ullmer, 1994) argued that different media attributes make some types of learning easier with one medium than another. For example, television can present information in a dynamic and stimulating manner and therefore may be more appropriate for teaching concepts and skills such as learning a foreign language, where students may benefit most from vicarious experience. The media debate contin-

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Television: The performance of nonresident students in the “economics U$A” telecourse

Cited by 12 publications

References 3 publications

Teaching Child Development via the Internet: Opportunities and Pitfalls

Teaching Child Development via the Internet: Opportunities and Pitfalls

A study of the effectiveness of the Iowa Communications Network as a distance learning system by comparing student achievement at the originating site and at remote sites

Media and Pedagogy in Undergraduate Distance Education: A Theory-Based Meta-Analysis of Empirical Literature

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