This study examines some of the fundamental issues concerning the role of television in adult education. The nature of adult education is examined using existing theory as a basis for establishing key concepts about the processes which go into making an educational experience for adults. These criteria are then related to existing knowledge about educational television with a view towards establishing definitions to describe the nature of ETV in adult education. The study draws a distinction between two different functions of television: first, its use in the formal instructional setting, which is defined as educational, and, secondly, its role in the natural societal setting, which is defined as educative. The study shows that both educative and educational television have a part to play in adult education, the latter as an integral part of the process, the former as a device for information and enrichment which at times may be associated with adult education. Educational television is further defined as a method of adult education, a way to organize individuals for purposes of instruction. ETV is also defined as a device where it performs one or more of the following functions: it extends educational experiences outside the boundaries of an institution or it acts as a source of information or enrichment within the formal instructional setting. A conceptual scheme of seven categories is proposed to describe types of educative programs which under certain conditions may be of use in adult education but which are not really an integral part of the discipline because they are created for reasons other than education and do not display the characteristics necessary to be recognized as educational television. Some issues concerning television's role in instruction are discussed and anomalies in the research are examined which have affected the development of theory in instructional television. An alternate approach to the study of ITV is proposed based on the recognition that television has a role to play in instruction as a communication device but is not, in itself, a complete instructional process. Finally, the study examines the work of various agencies concerned with educational and educative programming. The particular focus is directed towards Canadian contributions, specifically the work of the Canadian Broadcasting Corporation. Some examples from outside the Canadian scene are considered as well, particularly the work of Britain's Open University. The contributions made by the CBC to educational television are found to be marginal, due largely to constitutional constraints imposed by the nature of Canadian federalism which restrict the CBC's role to that of advisor and resource agency to other educational institutions. On the other hand, CBC contributions to educative programming are significant. As an agency for mass communication it provides a wide range of programming which serve to support its mandate to provide information and enrichment programs for Canadian viewers. / Education, Faculty of / Graduate

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

There is a need for a simple tool to assess the learner's match to distance delivery methods such as telecourse and modem classes. The concept of a prediction instrument is a practical approach to identifying the at-risk student in the distance delivery environment. The purpose of this study was to determine if the Telecourse Self-Assessment Predictor Inventory (TSAPI), entitled "Are Telecourses for Me?" predicted the likelihood of student success in a telecourse. The utility of this instrument was analyzed using descriptive statistical procedures to describe the relationship between the total TSAPI scores, the scores on each instrument item, and the two student success categories of completers and noncompleters. The study compared academic achievement with scores on the TSAPI of 133 students enrolled in Medical Terminology I MED051, Medical Terminology II MED052, Personal Health HE205, and Aging and Society HS220 telecourses at Chemeketa Community College from 1994 to 1995. The TSAPI did not predict student telecourse success in this study. Completion rates differed by gender, grade point average (GPA), and total credit hours but did not differ by instrument total scores or distribution of scores. Several individual instrument questions had some predictive value and needs assessment utility for both students and instructors. Only three of the instrument's 10 questions confirmed a positive relationship between the questions and prediction of student success. The categories explored by these questions were (1) independence in receiving directions from instructors, (2) expected time spent on telecourse compared to a traditional face-to-face class, and (3) student self-assessment of reading ability. Questions not found to predict success elicited responses concerning motivation for taking the class, the need for interactivity, technology anxiety, ability to come to campus, and organization of required course work. The key recommendation of the study was to develop an instrument that has greater utility in predicting student success. The results of the study support the premise that a short, easy-to-administer score prediction instrument would be valuable in assessing student needs and identifying the at-risk population in the distance learning environment. / Graduation date: 1997

No description available.

This study was designed to identify faculty and participant perceptions regarding Ball State University's distance education model known as MBA/TV and report on its apparent effectiveness. A second purpose was to examine both motivations for and barriers to participation in this distance education model.Two surveys (faculty and student) were designed to collect data for this study. Responses from faculty included their perceptions of student performance, student inquiries and participation, administrative and logistical support services, technology (performance and limitations), and program strengths/limitations. Responses from students included their demographic profile, motivations for participation (logistical, personal, and career), perceptions of the program strengths/limitations, faculty, technology, and administrative support services. Responses to all questions were reported by number and percentage. Responses to open-end questions were separated into categories and reported by number.The major findings included: Males (67%) outnumbered females (32%) by more than two to one. More students were married (78.9%) than single (20.1%). Nearly all (96.1%) had experienced good TV reception at their site. Many rated issues such as receiving the program in their hometown(s) (71.1%) and offering it at convenient times (80.8%) as important. Other issues rated as important by participants included: the opportunity to earn an MBA (90.9%); the opportunity to upgrade work skills (75.1%); and the opportunity to learn more about business concepts (83.2%).Analysis of the faculty survey revealed the following: 75100 percent of the MBA/TV students demonstrated understanding and resourcefulness in completing class assignments (78.9%); less than fifty percent of the students contributed to the quality of class discussions (78.9%); and mail communication with students had either minor problems (solved) or had always gone smoothly (78.9%).Additional investigation was needed regarding educational resource and training needs of both students and faculty. Also, attitudes of faculty toward distance learners and administrative dictates requiring televised instruction should be further explored.3 / Department of Educational Leadership

The purpose of this study was to examine the GED-ON-TV project operated by Muncie Community Schools in 1986-87, and to look at the effect of the program on under-educated adults in east central Indiana. The study also offered recommendations for improving the operation of the GED-ON-TV project for use by other adult education providers throughout Indiana and the country.GED-ON-TV began to broadcast a series of 43 television in Muncie, Indiana, in November, 1986. The programs were designed by Kentucky Educational Television specifically for adult high school drop-outs who wished to prepare to take the General Educational Development (GED) Tests, and earn a high school equivalency credential. The series featured programs on reading, social studies, science, writing and math.The target population for the series was the 41,150 drop-outs in the six east central Indiana counties, who received the WIPB-TV signal, and who left high school somewhere between theprocedures used ninth and eleventh grade. The counties participating in the project were Blackford, Delaware, Henry, Jay, Madison and Randolph.A massive advertising campaign was launched to recruit students from throughout the area. The promotional campaign resulted in 994 inquiries to an "800" telephone number. Of these, 498 students enrolled in the program. At the end of the series, 157 adults took the GED Tests and 134 passed and received a high school equivalency certificate.The project surveyed all students who enrolled in the program and learned that over 58 per cent claimed that the learn-at-home series was the first contact they had had with any adult education program.This study explains in detail the operating by the project and offers 11 specific recommendations for improvement of the project that may be used by other adult education providers wanting to begin a GED-ON-TV program. / Department of Telecommunications

Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [158]-160).