Using Interactive Digital Television to Support Basic Skills Learners

Love, Matthew; Banks, Stephen P.

doi:10.1080/1358165010260104

Cited by 5 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some 28.2 million live in multi-channel homes against 27.2 million who still receive analogue services. The advantage of digital TV over the traditional analogue system is the better image quality and enhanced capacity (Niiranen et al, 2002, p. 250), so that TV companies can provide additional personalised interactive services such as web access, banking and e-mail (Love and Banks, 2001). It is often overlooked in discussions on e-learning that learning via TV may be equally viable and significant, and encourages widening participation in a more effective way, perhaps, than e-learning.…”

Section: Digital Interactive Television (Ditv)mentioning

confidence: 99%

E‐learning: what the literature tells us about distance education

2005

View full text Add to dashboard Cite

Purpose -The CIBER group at University College London are currently evaluating a distance education initiative funded by the Department of Health, providing in-service training to NHS staff via DiTV and satellite to PC systems. This paper aims to provide the context for the project by outlining a short history of distance education, describing the media used in providing remote education, and to review research literature on achievement, attitude, barriers to learning and learner characteristics. Design/methodology/approach -Literature review, with particular, although not exclusive, emphasis on health. Findings -The literature shows little difference in achievement between distance and traditional learners, although using a variety of media, both to deliver pedagogic material and to facilitate communication, does seem to enhance learning. Similarly, attitudinal studies appear to show that the greater number of channels offered, the more positive students are about their experiences. With regard to barriers to completing courses, the main problems appear to be family or work obligations. Research limitations/implications -The research work this review seeks to consider is examining "on-demand" showing of filmed lectures via a DiTV system. The literature on DiTV applications research, however, is dominated by studies of simultaneous viewing by on-site and remote students, rather than "on-demand". Practical implications -Current research being carried out by the authors should enhance the findings accrued by the literature, by exploring the impact of "on-demand" video material, delivered by DiTV -something no previous research appears to have examined. Originality/value -Discusses different electronic systems and their exploitation for distance education, and cross-references these with several aspects evaluated in the literature: achievement, attitude, barriers to take-up or success, to provide a holistic picture hitherto missing from the literature.

show abstract

Section: Digital Interactive Television (Ditv)mentioning

confidence: 99%

E‐learning: what the literature tells us about distance education

2005

View full text Add to dashboard Cite

show abstract

“…Despite a profusion of publications on interactive television used in instructional contexts, the incidence of interaction is not well conceptualised in existing research, especially within developing country contexts. Extensive research exists on the implementation and evaluation of ITV as delivery mode (Kearsley, 1998;Love & Banks, 2001;Westbrook & Moon, 1997;Whittington, 1987) but studies are generally comparative or pragmatic. Almost all made practical suggestions for increasing interaction but focused on instructional design and technological issues rather than on communication obstacles.…”

Section: Literature Reviewmentioning

confidence: 99%

\"I speaks English deliciously\" - Perceptions of oral proficiency within the contect of televised instruction in a developing country

Evans¹

2008

J. Lang. Teach.

View full text Add to dashboard Cite

Interaction between educator and learners is widely considered a key variable of effective instruction. In face-to-face teaching, the educator is able to facilitate learning directly and gauge the level of the learners' English proficiency. Televised instruction makes this virtually impossible, as learners are invisible and thus immediate intervention in learning or estimations of proficiency are much more difficult to achieve. The TeleTuks Schools community project aimed to offer academic support to matriculants via interactive television. Several hundred Grade 12 learners watched daily broadcasts and while technology permitted bi-directional audio contact with the studio presenter, viewers seldom phoned in to ask questions or make comments about the academic content being presented on screen. These infrequent responses were unexpected and called for explanation. An initial proposition suggested that learners lacked sufficient proficiency in the medium of instruction-English-and thus refrained from participating. Further probing revealed that several non-linguistic factors rather than language proficiency silenced responsivity, yet it was deficient enough in several respects to merit additional investigation. This paper offers a language profile of Grade 12 learners who participated in the project and focuses specifically on the mismatch between their perceived and actual oral proficiency and how this may be influencing learning in general. Methods used for data gathering include analyses of oral and written responses obtained during learner interviews and open-ended survey questions. Recommendations are deemed applicable to any instructional context while avenues for further exploration relate to the increasing allure of English as the preferred instructional medium in the South African education system.

show abstract

A video lesson series is effective in changing the dietary intakes and food-related behaviors of low-income homemakers11This research was a part of a thesis study conducted by Alicie L. Hogbin for meeting the requirements of a master’s degree in the Department of Human Nutrition, Foods, and Exercise, Virginia Polytechnic Institute & State University. The authors thank the program assistants with Virginia Cooperative Extension’s EFNEP and FSNEP, who recruited subjects, conducted the intervention, and ad

Cox¹,

White²,

Gaylord³

2003

Journal of the American Dietetic Association

View full text Add to dashboard Cite

Using Interactive Digital Television to Support Basic Skills Learners

Cited by 5 publications

References 2 publications

E‐learning: what the literature tells us about distance education

E‐learning: what the literature tells us about distance education

\"I speaks English deliciously\" - Perceptions of oral proficiency within the contect of televised instruction in a developing country

Contact Info

Product

Resources

About