Thesis (Ph. D.)--University of Wisconsin--Madison, 1952. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [164]-166).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 66-69).

Thesis (M.S.)--Boston University / Problem: To acquire knowledge of the organization and administrative methods of departments of audio-visual education in the greater Boston area. Method of Study: Nine departments of audio-visual education in the greater Boston area were selected for study. In the selection of these departments, an attempt was made to obtain coverage of as wide a variety of audio-visual departments as possible which serve different segments of the public. These selected departments could be expected to exhibit different approaches, organizational and administrative methods. In collecting the data for this thesis, the writer visited each of the following nine departmental Film Library Boston University School of Education; Department of Audio-Visual Instruction, Boston Public Schools; Audio-Visual Department, Boston Public Library; Audio-Visual Department, Lexington Public Schools; Department of Audio-Visual Instruction, New Bedford Public Schools; Audio-Visual Center New England Bell Telephone and Telegraph Company; Department of Audio-Visual Aids, North Reading Public Schools; Department of Audio-Visual Instruction, Weymouth Public Schooler and the Audio-Visual Department, Newton Public Schools. The writer interviewed the audio-visual director of each department, and examined the physical facilities [TRUNCATED]

This study discusses the nature of instructional devices in the adult education setting and presents a typology or classification scheme in which all such devices can be organized, classified, integrated or considered. It was important to carry out a fairly wide and deep review of all research that might possibly be pertinent, or even partially pertain, to the effectiveness of instructional devices, for they were regarded not just as audio-visual aids but rather as a means that could be used purposely to strengthen or enhance the effectiveness of the learning process, - whether a method or technique, and which could supplement either of these in the realization of the educational objective. This rather broad approach to instructional devices involved the author with some aspects of teaching supplements that are not usually found in a discussion of audio-visual aids, yet it was considered that such an item, for example, as "color" or "group size" should be regarded as a device that a teacher must consider, choose and try to use for the best instructional results. In summary it can be said that in this review of the research pertaining to the use of instructional devices in adult education it was found that their proper use can improve the effectiveness of most teaching situations. / Education, Faculty of / Graduate

Audio-visual education is a rapidly developing area of education in California. This tremendous growth would in itself preclude using criteria for evaluating audio-visual services which did not adjust to the growth of the program. The problem of this thesis is the result of this changing situation. Are the criteria that evolved during the years 1947-50 and used by officials of the California State Department of Education for evaluating audio-visual services at the county level a satisfactory measure of the county audio-visual services required by today’s demands?

Audio-visual methods of teaching are by far the oldest means of instruction in the world, and for many purposes are still the most effective. Before man could talk or write, his learning took place through direct experiencing. Primitive man learned to convey his thoughts by signs, facial expressions, and crude imitations long before he developed a vocabulary with which to express them orally. Often he drew upon the sand of the seashore, or arranged stones in a certain order, or made sketches on the wall of the caves, or used one of a dozen different ways of conveying ideas by an appeal to the senses. Boys were taught to fish and hunt and girls to cook through imitations, observations, and participation. Later came picture writing, and centuries later, the many forms of the alphabets which found their way onto clay tablets. / Typescript. / Includes bibliographical references (leaves 39-40).

"The purpose of this study is an attempt to determine what institutions of higher learning, both negro and white, have audio-visual programs in the State of Florida. It will attempt to show, furthermore, how the audio-visual programs are organized, administered, and what services are offered to the students, to the faculty, and to other institutions. Also, it includes what type of instruction is given to teachers in training and in service. It is hoped that by doing a study of this kind it not only will be of value to anyone who might be interested in what the institutions of higher learning in Florida are doing in their audio-visual programs, but also will be of assistance in organizing and developing other audio-visual programs, as well as evaluating or re-evaluating the present program"--Introduction. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Arts." / Advisor: Otis McBride, Professor Directing Paper. / Includes bibliographical references (leaves 54-55).

No description available.

No description available.

This study focused on the differences in the knowledge gained between instructionally designed mediated lecture instruction and traditional lecture instruction. The sample used in this study consisted of 107 new hospital employees required to attend an orientation. The experimental group consisted of 43 subjects and the control group consisted of 64 subjects. Each group was given a pre-, post- and post-delayed knowledge test and an attitude test. The following hypotheses were tested: (H₀1) There will be no differences in post-test scores between groups. (H₂) There will be no differences in post-delayed test scores between groups. (H₃) There will be no differences in attitudes between groups. An analysis of covariance was computed on the data to test hypothesis one and hypothesis two and a one-way analysis of variance to test hypothesis three. The results indicated no significant differences on post-test scores and Hypothesis One was retained. Hypothesis Two was rejected as a significant difference indicated an increase in knowledge retained over time by the experimental group. Hypothesis Three was rejected with the experimental group reacting much more favorably to the mediated lecture. The conclusions reached as a result of this study were that both groups were learning, regardless of the method of instruction. Also knowledge was retained over time much better by the experimental group when the information was presented in the instructionally designed mediated format. Finally, the favorable response by the experimental group to the mediated lecture indicated a preference for this teaching format. Recommendations for additional investigations were discussed.