Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 379-401).

Originally presented as the author's Thesis (doctoral--Justus Liebig-Universität Giessen, 1983) under the title: Zur gesellschaftlichen Reichweite entwicklungspolitischer Bildungsarbeit mit Film und audiovisuellen Basismedien. / Includes bibliographical references (p. 400-426).

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.