Faculty involvement in instructional materials development for distance study at the University of the South Pacific.

As a regional institution serving the needs of eleven different island nations of the South West Pacific, the University of the South Pacific is, along with its on‐campus face‐to‐face teaching activity, deeply committed to and reliant on distance study methods. Both these activities at the University are the principal responsibility of a single body of teaching staff.

This investigation, through the means of a structured questionnaire, studied the involvement of members of the University's teaching staff in instructional materials development for distance study. It enquired into the time they spent on such activity, their levels of satisfaction with the materials they produced, various preferences and their views on how the process of instructional materials development at USP could be improved.

Responses received revealed a rather unsatisfactory picture with a cry for, among other things, more time, advance planning, greater consultation among colleagues and adequate support services in instructional materials development for distance study.     

电视教材的拍摄和编辑

首先指出了电视教材的定义和类型,从与老师交流、合理用光、录音电平调整、光圈调整四方面分析了课堂式讲授型电视教材的拍摄．结合经验谈了外景式和图解型电视教材的拍摄方法。最后分析了在非线性编辑中的处理技巧。     

Globalizing instructional materials:

Conclusion As global markets expand and distance education becomes more prevalent, higher education institutions will be competing for students from all over the world. Those institutions that implement globalization, internationalization, and localization into curriculum and the design of instructional materials will be successful in this changing market.     

Empirical comparison of alternative instructional TV technologies

An experiment was conducted to compare training effectiveness and user acceptance of live instruction andsix different alternative Instructional TV (ITV) technologies: multi‐channel 2‐way video with 2‐way audio, single‐channel 2‐way video with 2‐way audio, 1‐way video with 2‐way audio, 1‐way video with 1‐way audio, 1‐way video with intermittent 2‐way audio, and audiographics. Findings were that, in comparison with live instruction, ITV in several different forms was effective both in terms of student performance and acceptance. The most successful ITV technologies were those allowing continuous 2‐way audio communication between classrooms with either 2‐way or 1‐way video. Student test performance was poorer with ITV systems that restricted remote students' ability to converse with or see the instructor and the performance decrement was evident in both local and remote classrooms.

The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department.     

立足实际提高培训教师授课能力

教师是影响培训效果的关键因素。提高培训效果的紧要任务是提高现有培训教师的观察与捕捉能力、分析与总结能力、策划与组织能力、表达与沟通能力、引导与应变能力、学习与创新能力。     

How Nigerian teachers select instructional materials

Instructional systems designers and developers have assumed idealized models and theories about the selection and use of materials for instruction. Such models and theories are based on what teachers should do instead of recognizing what teachers are doing when they select materials for instructions. This study examined how teachers select instructional materials for instruction. When making decisions for selecting and using materials teachers were influenced by the content of lessons taught, and by their professional training, rather than by the stating of behavioural objectives. An integrated instructional design should include a consideration of the mental and intuitive efforts of teachers, and of the qualities of materials during not after the need assessment.     

论中国广播电视大学的系统建设

中国广播电视大学建立了遍布全国的办学系统网络，形成了自身的特色和优势。在新的历史时期，广播电视大学必须根据新的办学形势需要，与时俱进，开拓创新，进一步加强办学系统建设，不断增强凝聚力，全面提升核心竞争力和服务经济社会发展的能力，以适应日益广泛和不断变化的社会教育需要和社会成员的终身学习需求，为全面建设小康社会作出新的贡献。     

Comparative learning and retention of conventional and instructional TV methods

Summary Each of the 20 elementary schools in the Anaheim City School District were randomly assigned to one of the three method groups. The present studies included the entire group of fourth and fifth grade pupils who received instruction either conventionally or with one of the two ITV methods. The two studies compared pupils’ achievement and retention by method group, intelligence, and sex. Groups receiving the televised social studies instruction performed significantly better on the end-of-term examinations than did the control groups. On the one and two-year delayed posttests, contrary to expectation, all groups had significantly higher means than on the immediate posttests. The basic explanation for the phenomenon was thought to be maturation since many items appear to have tapped reasoning ability as well as content knowledge. This interpretation was supported by the fact that greater gain was noted on the two-year delayed posttest than on the one-year detention measure. The hypothesis was further strengthened by the analysis by item type, the factual items showing the least increase over the time interval. No differential change or gain existed for method groups for the oneyear study. In the two-year study the control group showed greater gain, but its mean remained below that of the TV group. Both authors have served as research consultants for the Anaheim Instructional Television Project for the past five years. They are presently writing a monograph presenting the results from their five years of research with this project.