Thesis (Ph. D.)--University of Nebraska--Lincoln, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 90-93).

Thesis (Ph. D.)--Spalding University, 1994.

M.Ed. (Education) / This study of the design of support material for educational television programmes has been undertaken for the following reasons: in order to realize educational television's full potential it must be supplemented with support material; several types of support material had to be identified; problems regarding the design of support material had to be identified. A literature study concerning learning and the learner was undertaken. It was concluded that the adult learner may choose whether he is going to enter the learning situation or not. If he feels threatened by or dissatisfied with the learning situation he can leave and seek a learning situation that suits his needs. The adult learner also undergoes different stages of adulthood and this determines his specific learning needs. A literature study of specific institutions and projects that utilize support material as well as specific types of support material was done. The following conclusion was drawn that the majority of projects or institutions make use of television, textbooks and/or study guides. A variety of other media may be used to support the above...

M.Bibl. (Linguistics) / Please refer to full text to view abstract

D.Ed. (Media Science) / The use of educational media in education and training is a reality. In order to use media optimally two possible sources of information and expertise come to mind, namely own cumulative experience and research. Experience can often be very shallow and unsatisfactory and could necessitate augmentation by the findings of research and a fuller grasp of the extent of the theoretical base within a particular field of study. As there are persistent indications that the theoretical bases of educational technology and media science leave much to be desired and that media research does not fulfil expectations, it was deemed prudent to investigate theory formation and explication in the field of media science (a subset of educational technology). The following aims were pursued: * Further theory formation regarding the nature and focus of educational technology and media science and the placement of both fields of study within the discipline of education. * The development of a model for media research. * The development of criteria or the redirection of existing criteria for the assessment of media research. * A discussion of the implications of the above for media utilization. In order to realize these aims, theory formation in the discipline of education was investigated and an overview of educational research (as one form of manifestation of theory formation) undertaken. As media science forms part of educational technology, tho developments in both fields were reviewed. Media research forms a substantial mechanism whereby theory formation can take place, therefore the media research (past and present) is dealt with extensively. Each of these themes are dealt with in terms of its history, current status and future prospects...

M.Cur. / Please refer to full text to view abstract

M.Ed. / The ultimate aim of this study is to reveal the influence which the principal exerts, by means of his management style and more specifically his management by objectives, on the effective use of media in the primary school. Firstly media are reviewed in a didactic-pedagogical perspective on the basis of the four didactical fundamentals games (play), conversation, example and assignment. An inter-relationship exists between the four didactical fundamentals, and they must be seen as a unit from which the teaching method can be deducted ...

This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.

Project THINK was designed as a classroom project that combined the use of instructional multimedia technology, linked to the California History/Social Science standards, which engaged gifted middle school students in the design of these standards-based video materials.

Text in Afrikaans / Die probleem wat in hierdie studie aangespreek word, is die gebrek aan 'n didakties gefundeerde mediabenuttingstrategie vir afstandsonderwys. So 'n mediabenuttingstrategie behoort op 'n wetenskaplike ondersoek wat bestaande kennis en navorsing met 'n didaktiese besinning oor die moontlikhede en beperkinge van mediabenutting integreer, gebaseer te wees. Om hierdie probleem te oorkom word daar gepoog om 'n didakties verantwoorde grondslag vir die mediakundige ontwerp van mediabenutting in afstandsonderwys daar te stel waaruit 'n mediabenuttingstrategie vir afstandsonderwys saamgestel kan word wat ook binne die konteks van die Universiteit van Suid-Afrika toegepas kan word. Daar word dus vanuit 'n didaktiese perspektief na mediabenutting in afstandsonderwys gekyk. Daar word gepoog om aan te dui dat mediabenutting (van die mees eenvoudige tot die mees ingewikkelde) voorafgegaan behoort te word deur didakties gefundeerde mediakundige ontwerp. Eerstens word 'n aantal basiese uitgangspunte ten opsigte van didaktiese fundering en mediabenutting geformuleer. Die belangrikste aspekte wat aangespreek word, is die didaktiese situasie en mediabenutting, enkele grondliggende didaktiese riglyne, leerervarings, leergeleenthede en leerstofverwerking. Hierdie aspekte word as die onderbou beskou waarop doeltreffende mediakundige ontwerp in afstandsonderwys gefundeer behoort te word. Daarna word daar teen die agtergrond van didaktiese ontwerpmodelle, kommunikatiewe beeldeienskappe en media-eienskappe aangetoon dat mediakundige ontwerp 'n integrale deel van didaktiese ontwerp behoort te wees. 'n Uitgebreide model vir die beplanning van doeltreffende mediabenutting word daargestel om benut te kan word as 'n kontrole-instrument vir die mediakundige ontwerp van doeltreffende didaktiese gesprekke. In hierdie verband word daar klem gelê daarop dat 'n verskeidenheid van kundighede (vakinhoudelik, didaktiese fundering, afstandsonderwys, mediakundige antwerp, praktiese en tegniese mediakundige aspekte, en so meer) nodig is om op 'n doeltreffende wyse sinvolle mediabenutting tydens didaktiese gesprekke te verseker. Enkele aspekte rakende afstandsonderwys in die algemeen word daarna vanuit 'n mediakundige perspektief ondersoek met verwysing na die kernaspekte wat in definisies en beskrywings van afstandsonderwys voorkom. Enkele aspekte, spesifiek ten opsigte van mediabenutting in afstandsonderwys, word bespreek en 'n aantal tendense uit die literatuur word geidentifiseer. 'n Moontlike scenario ten opsigte van mediabenutting in afstandsonderwys word voorgestel met spesiale verwysing na die Universiteit van Suid-Afrika. Die tersiere afstandsonderwyssituasie en mediabenuttingsmoontlikhede in afstandsonderwys word ook binne die konteks van die Universiteit van Suid-Afrika verbesonder. Hieruit word 'n didakties verantwoorde strategiese plan vir mediabenutting aan die Universiteit van Suid-Afrika gesintetiseer. Laastens word aandag geskenk aan 'n aantal verbandhoudende bevindings, gevolgtrekkings en aanbevelings wat uit die studie voortvloei. Hierdie aspekte gee dan ook aanleiding tot aanbevelings vir toekomstige navorsing binne die veld van mediabenutting in afstandsonderwys. / The problem addressed in this study is the lack of a didactically based strategy for media utilisation in distance education. A strategy such as this should be based on a scientific investigation integrating existing knowledge and research with didactic reflection on the prospects for and limitations of media utilisation. To surmount this problem, an attempt is made to create a didactically responsible basis for media design for media utilisation in distance education. It is pointed out that media utilisation should be preceded by didactically based media design. First, a number of basic points of departure are formulated with regard to didactic grounding and media utilisation. The most important aspects that are addressed are basic didactic guidelines, learning experiences, opportunities for learning and the processing of the learning material. These aspects are regarded as the substructure on which effective media utilisation in distance education should be based. Next, against the background of didactic design models, communicative image characteristics and media characteristics, it is demonstrated that media design should be an integral part of didactic design. An expanded model for planning effective media utilisation is proposed. In this connection emphasis is placed on the need for a variety of skills in order to ensure effective and significant media utilisation during didactic discourse. Some aspects of distance education in general are then investigated from a media-related perspective, with reference to the central aspects that appear in definitions and descriptions of distance education. Some aspects that specifically relate to media utilisation in distance education are discussed and a number of trends in the literature are identified. A proposal is made regarding a possible scenario regarding media utilisation in distance education, with special reference to the University of South Africa. Tertiary distance education and the prospects for media utilisation in distance education are also highlighted within the context of the University of South Africa. Finally, attention is given to a number of related findings, conclusions and recommendations that emanate from the study. These aspects also lead to recommendations for future research within the field of media utilisation in distance education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)