An Evaluation of Specific Videodisc Courseware on Student Learning in a Rural School Environment.

Autor/inn/en	Hasselbring, Ted S.; und weitere
Institution	George Peabody Coll. for Teachers, Nashville, TN. Learning Technology Center.
Titel	An Evaluation of Specific Videodisc Courseware on Student Learning in a Rural School Environment.
Quelle	(1991), (111 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Courseware; Dropouts; Elementary Secondary Education; Instructional Effectiveness; Instructional Material Evaluation; Interactive Video; Mathematics Instruction; Problem Solving; Rural Schools; Science Instruction; Teacher Education; Transfer of Training; Video Equipment; Videodisks + Suchen Sie Ihr Suchwort? Schulleistung; Lernsoftware; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Unterrichtserfolg; Interaktives Video; Mathematics lessons; Mathematikunterricht; Problemlösen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerausbildung; Lehrerbildung; Training; Transfer; Ausbildung
Abstract	The Tennessee Valley Authority initiated and funded a 2-year study that examined the use of interactive instructional videodiscs in a rural school environment. The purpose of this project was to evaluate the effects of several specific videodisc programs on student learning and academic achievement. Videodisc courseware in mathematics and science instruction, a video encyclopedia database, and a counseling program were placed in a small rural K-12 school in east Tennessee. Teachers in the school were trained in the use of the videodisc medium as well as with the specific videodisc programs they used. Data on student academic achievement were gathered from criterion-referenced and standardized tests. Results of the investigation showed that the didactic videodisc programs were effective in teaching the concepts and procedures they were purported to teach. However, there was little evidence that students could apply this knowledge for solving problems; the knowledge remained "inert." This problem of "inert" knowledge is discussed with respect to some recent research that has examined the use of the videodisc medium for creating problem-solving environments that allow students to overcome this problem. Findings from the analysis of student and teacher use of the video encyclopedia showed that a large number of video topics were examined and used for a variety of school assignments. Data are presented in both narrative and tabular formats. Appendices include an overview of videodisc technology as well as the criterion-referenced and applications tests used in the study. (13 references) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC