published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management

The use of television as an aid to music education is a relatively new and unexplored field. It is so new, in fact, that to undertake a study of what has been accomplished until the present may seem at first rather premature and unfruitful. It is my belief, however, that if television is to become the prominent factor in education that has been predicted, there is a definite need for a study of what has been done to date toward the development of this new medium. This will provide the background and foundation for further experiment and use. The study shall include, therefore, a brief history of television itself, general educational experiments in television, experiments in televised music education, problems involved in presenting musical television programs, and suggestions for the development of this newest of teaching aids.

Thesis (MDistance Ed) -- University of South Australia, 1994

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 260-262). Also available via the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 314-330). Available also in a digital version from Dissertation Abstracts.

Thesis (A.M.L.S.)--University of Michigan, 1955. / "Library Science 385."

Thesis (Ph.D.(Curriculum studies)--University of Pretoria, 2005. / Paper copy accompanied by a CD-ROM. Includes bibliographical references (leaves 175-194) Available on the Internet via the World Wide Web.

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.Ed. (Media Studies) / This study on the utilization of radio and television in formal education has been undertaken for the following reasons: the 1981 HSRC reports on education placed particular emphasis on educational technology of which radio and television are important components; to date little research has been done on this subject in the RSA; in formal education in overseas countries similar problems to those experienced in the RSA are relieved to a large extend through the implementation of radio and television; no television programmes are broadcast during school hours in the RSA, thus making this communication channel available for direct lesson transmission. A number of overseas radio and television projects on formal teaching have been studied with the aim to determine which general tendencies could be singled out on these projects. From these projects particular conclusions have been drawn on the following: viability; resistance against such projects; other media that have been used with radio and television; target groups which could be reached; changes which would have to be effected in the conventional education programme; contact with groups of experts; possible ways to implementation and the role of research. A number of conclusions were reached, amongst others the following: radio and television have to be implemented in formal education in the RSA as soon as possible; radio and television programmes in formal education must initially be aimed selectively at those target groups where the greatest need for such programmes exist; producers of programmes for formal education must co-operate with experts. in relevant fields of study; provision has to be made for the training and retraining of teachers who will employ radio and television programmes. Finally a number of recommendations were made concerning the research which will be imperative for the successful implementation of radio and television in formal education in the RSA.

M.Ed. (Media Studies) / The pertinent question which is asked in this study is what is intended by the word "education" in a broadcasting context ; especially if a broadcasting corporation such as the SWABC has explicitly declared its selfimposed task to be to en tertain, to inform and to educate. It is being investigated how such education should be provided ; how it should be organised and managed ; and whether it is at all the task of the SWABC to educate, or whether the corporation is not merely entertainment and information medium. It seems that since the development of radio in the twenties and of television in the fifties both radio and TV have been used for educational, instructional and guidance purposes. From the onset the formal component and the objectives were more clearly defined than the non-formal, which have only in recent years become better defined and have taken form as far as domain , methods, target, contents and purpose are concerned. Non-formal ER and ETV are specialised broadcasting disciplines which have developed a systematic and special methodology whereby programmes modelled on scientifically identified learning needs in the community are planned, produced, broadcast and utiIised. This is more than just education; it has to be instructional in the broadest sense of the word. Knowledge and expertise invaluable to the human existence have to be conveyed. It also includes values and norms. Non-formal ER and ETV are targeted at adults and non-adults outside a school and tertiary educational context. It moves on both the pedagogical and the andragogical terrains and as a broadcasting discipline will have to draw from both pedagogy and the andragogy. Non-formal ER and ETV cannot be planned and operated in isolation by the SWABC. It has to issue forth from a national educational and development strategy. Learning deficiencies and objectives have to be determined and formulated on a national level.