Thesis (Ph. D.)--University of Pittsburgh, 1980. / Typescript. Includes bibliographical references (leaves 149-152).

Thesis (M.A. (Journalism)) - Rhodes University, 2007 / "Thesis submitted in partial fulfilment of the requirement for the degree of Master of Arts" - T.p.

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)

M.Ed. (Media Science) / Aim of the study: To explore the theories, principles, new models and strategies of teaching and learning in order to provide an alternative to the traditional way of teaching and learning. To develop a multimedia programme in which individual learning is enhanced, using a Guided Self-study programme, being a combination of the Keller Plan and the Postlethwait system. 1.4 Method of investigation An exploration of literature as regards the use of particular media in individual learning. Studying media that will be used in drawing up an alternative programme in individual learning, utilizing a picture, a tape and study guide, bearing the models of learning in Chapter 2 in mind. 1.5 Structure of the study In the first chapter literature will be reviewed to gain an overview of the situation in Black education. Probable causes of the high failure rate in English will be examined through reports by examiners of English Second Language Higher Grade (1990a) and Motau (1990). Standard 7, 8 and 9 results will be studied to recognize the trend in performance especially in English literature, as this will be used in developing individualized programmes later in this study (see Appendix A and B). Bearing this knowledge in mind, the principles of learning by Mursell (1954) and Romiszowski's new model of learning will be examined in the light of the aims of teaching English, which emphasize the acquisition of certain skills and the use of the senses in teaching and learning (Compare paragraph 1.2.3). Romiszowski's model revives this awareness. Various learner-centred approaches will be highlighted in the second chapter (compare paragraph 2.5). The third chapter will concentrate on media. It should, however, be observed that media which have been thoroughly dealt with by other researchers in other studies will merely be alluded to. The author of this study acknowledges the views of previous researchers and would like to use only media that are affordable, and can easily be manipulated and duplicated. The fourth chapter will focus on a synthesis of the script and recommendations for further research. In Appendix A a multimedia programme for standard 9 is described. Appendix B contains a proposal for a multimedia programme for teaching English literature to standard 10. An attempt will be made to include Pottas's steps in drawing up a study guide, Romiszowski's new model (compare paragraph 1.3.5) and also skills, hierarchical frameworks and feedback models (compare paragraph 2.3). In this study the emphasis will be on individual learning. It will be endeavoured to use media and approaches by which individual learning is enhanced and which will motivate the learner to study independently.

M.Ed. (Media Studies) / Curricular media use can be considered as the utilisation of media by a subject-teacher. This implies the selection and integration of media in the tuition study procedure in order to form an integral part of the total teaching-learning procedure. The problem identified in this study is that no research has been done on the Witwatersrand to establish the position of curricular media use in primary schools in the senior primary phase. The objective of this study is to attempt to establish the position of curricular media in the senior primary school phase on the Witwatersrand. This study will essentially be undertaken on the basis of literature and empirical research. In chapter one the context in which the study will be done is set, after which the problem and purpose of the study will be mentioned. In chapter two a study of the literature is undertaken with the focus on curricular media use in the senior primary school phase. Chapter three devotes attention to an exposition of the method of the empirical investigation, the use of this research instrument and the interpretation of the data obtained from the questionnaire. In chapter four a resume is given of the findings in an attempt to consolidate and a few recommendations regarding curricular media use are made. Within the context of the set target and on the grounds of the findings in chapter two and three, the following conclusions are made: It would appear that the position of and attitude towards curricular media use are reasonably positive. Not all of the respondents received tuition in curricular media use during their training as teachers and this is a field that calls for improvement. In-service training is given at schools but not on a regular basis. Teachers are not fully informed on curricular media use and media selection and they are aware of the features of the various educational media but their choice of media in the implementation of curricular media use contradicts their replies. Lack of funds is an important factor. Most of the schools do not have a budget for each subject for curricular media. There is a need for guidelines for the implementation of curricular media use in the senior primary school phase. The following recommendations are made: Primary schools need guidelines on how curricular media use can be implemented. In-service training must be given on a quarterly basis. In-service training must include curricular media use, media selection and media features make provision for this. Teacher training must also Funds must be made available by management for the purchase of curricular media. Further research can be done to establish guidelines for the implementation of curricular media use in the different subjects in the senior primary phase. A comparative study can be done to establish the difference (s) between scholars receiving education through curricular media use and those who do not. Herewith the research into the status of curricular media use in the senior primary school phase within the context of the set aim is provisionally completed.

M.Ed. (Psychology Of Education) / Please refer to full text to view abstract

The twofold purpose of this study was to ground a model of Lens Meaning in the literature of the Fine Arts and Social Sciences and to use that term as a referent in evaluating three Media Studies curricula. Lens Meaning is a term derived from a variety of sources, particularly Peirce (1955), whose semiotic theory described three systems of signs used as terms on one axis of a matrix or model by which Lens Meaning can be described. These terms are: "index", "icon", and "symbol". DeLauretis' (1984) expanded understanding of another system of signs described by Peirce, interpretants, is the foundation for the three terms on the other axis of the matrix. Those terms, which describe interpretation or response, are: "emotional", "energetic", and "habit changing". These, and other terms identified in the literature, provided a conceptual model that might be applied to the analysis and evaluation of programs of Media Studies, and similar documents. Three Media Studies programs were selected for study: from Western Australia, Ontario, and Scotland. Application of the model permitted conclusions to be drawn on the extent to which current issues of an ideological and sociopolitical nature were addressed by these programs. It was concluded that the model achieved the purposes required of it and that it may be of further utility for educators. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was to determine the current status of the educational media programs in six teachers' colleges in Bangkok by analyzing the educational media programs as they are perceived by teachers, educational media teachers, and administrators with regard to utilization, administration, and personnel. The survey instrument was distributed to the 120 teachers, thirty-seven educational media teachers, and sixty administrators in the six major teachers* colleges in Bangkok. The total number of responses was 185, or 85.25 per cent of the population of teachers, educational media teachers, and administrators. The data were tabulated, and categories of availability and usage of educational media were established. The t test was applied to the data obtained from teachers and administrators to determine if significant differences existed at the 0.05 level with regard to the ranking of qualifications needed by educational media teachers. The findings from this study indicate that the teachers, educational media teachers, and administrators surveyed are basically in agreement regarding the utilization of educational media. Teachers and administrators agree on the qualifications of educational media teachers who serve in the teachers" colleges and in the majority of teachers' colleges the educational media center is a separate entity. Recommendations with regard to the training of educational media teachers and classroom teachers and suggestions for further study of the us. of educational media in other types of institutions of higher learning in Thailand are made.

M.Ed. (Media Integration) / The curriculum cycle constitutes a simultaneously continuous and interactive teaching design for the training of primary school teachers. Educational theory, as well as educational training, should be presented within this context to ensure that a measure of practical vocational direction is achieved. This is the task of every lecturer at a college of education. The situation analysis, aim and choice of learning content form the leading introduction which culminates in the creation of the learning opportunity. The learning gain is, however, closely linked to the learning experience within the learning opportunity. A learning opportunity in which educational-media are used, can be an effective opportunity if the media are effectively integrated in the teaching situation, so that a two-directional channel of communication is created. The type of learning-experiences acquired by student teachers during learning experiences must therefore be carefully considered, so that the necessity for meaningful media-integration in the teaching and learning situation, and the important functions that this media integration can fulfil, is both witnessed and experienced. This should result in the creation of technological teaching thought processes in the student teacher. The primary school child is still very much bound to concrete ideas and the student teacher needs to be made constantly aware of this. Even the student who functions on an abstract level, has a need of concrete experiences, for example in Pedagogical Studies, to aid and support him during learning occasions. Indirect (concrete) learning experiences are created by the integration of educational media so that a person can also acquire learning experience through symbols, images, et cetera. The creation of learning opportunities is an important aspect of curriculum design. They must, however, be effective learning opportunities that must define the learning gain during evaluation.

An assumption that Information and Communication Technologies (ICTs) and economic development have an automatic linkage has gained wide acceptance over the last decade. As a result, developing countries are under pressure to apply this prescription as a solution to poverty. With the help of development partners in the developed world and the United Nations, developing countries have embraced this call to increase access to ICTs to bridge the ever-widening gap between the ‘information rich’ and ‘information poor’ (Castells, 2001). One of the strategies has been the establishment of telecentres where the least privileged people might access ICTs for their own development needs. However, this strategy has tended to overlook contextual factors and circumstances in developing countries. ICTs are thus being introduced in an environment of mass poverty, illiteracy and poor infrastructure, exacerbating existing inequalities in some cases. Much attention has been focussed on initiatives aimed at expanding the ICT infrastructure for wider population access without addressing what the users actually do with such access. This study aims to make a contribution in that direction. The study focuses on Nakaseke Community Multi-media Centre(CMC), the first telecentre introduced in Uganda in 1997. Using a combination of quantitative and qualitative research techniques, the study sets out to develop deeper insights into how the Nakaseke community uses, engages with and relates with communication technologies installed at the telecentre. It probes whether these practices advance the dominant view that ICTs are a panacea for rural development. The findings indicate that while access to communication technology has expanded, albeit at a slow pace, the benefits might take very long to have a significant effect as many targeted users do not make use of the facilities because they lack the human skills and financial resources to exploit the technologies. Other problems such as poor electricity supply and sustainability also actively militate against the potential of the project to deliver. Besides, people tend to appropriate technology in ways different from those intended by its promoters. As Burton (2002) explains through the concept of ‘affordances’ and ‘culture’, some users perceive technologies essentially as something that bestows the status of being modern or sophisticated on their community, rather than as a development tool. In conclusion, it is argued that if used for development, ICTs can indeed make a difference in the lives of rural people. However, besides investing in technology, there is need to invest more in empowering the people themselves with skills, particularly literacy, to enable them use ICTs productively.