An Interactive Television Seminar Designed for Older Learners

Are there differences in students' achievement scores and attitudes when the pupils are taught by two different modes: interactive two-way television and live expository teaching? Thirteen graduate students were enrolled in a university off-campus course: five were instructors at a community college, five worked in a hospital or Veterans Administration facility, and three were instructors at a university. A repeated measures design was used in collecting achievement and attitude data on six class sessions (three in-person expository and three interactive television). Analysis of variance was used with test scores as the dependent variable while the mode of instruction (in-person vs. two-way television), instructional strategy (expository, film, role play/simulation), and content of lesson (eight different sessions) were used as the independent variables. There were no negative student attitudes when the class was taught either in-person or by interactive two-way television. Analysis of variance revealed no significant differences when test scores were used as the dependent variable.

The paper reports on a discovery field exercise used to examine how disaster responders can use an audio and video equipped robot to interact with a trapped victim. In the exercise, a small robot with two-way video and audio communication was inserted into a physically simulated building collapse next to a trapped victim, and was provided to a team of trained responders as a means for performing remote triage and victim monitoring. The interaction between the responders and the victim was examined, with emphasis on how the responders adapted to different video and audio capabilities, and how they might have responded to different populations and injuries that may limit communication. The ad hoc interaction protocols used by the responders were observed in the field exercise, and four interaction schemes were identified: Two-way Video with Two-way Audio, One-way Video (from Robot to Responders) with Two-way Audio, Two-way Video with no Audio, and One-way Video (from Robot to Responders) with no audio. The interaction schemes are defined according to the minimum capabilities of the robot and victim, the requirements of the responders, and preliminary protocols required for each interaction scheme. From observations made about the exercise, the paper identifies minimalistic interfaces and transparency of robot state as key areas for improving a robot-mediated interaction between responders and victims.

The effects of school choice on achievement gaps between private and public high schools: Evidence from the Seoul high school choice program

Background High-school sports participation in the United States has increased over the years with a corresponding increase in the number of injuries. Leading medical and sports organizations nationwide advocate for an increase in proper medical supervision of athletes. Objectives To analyze athletic medical coverage in Illinois high schools and compare differences between public and private Illinois high school. Methods A survey addressing various components of sports medical coverage was distributed in 2018 to all 810 Illinois High School Association (IHSA) high schools to be completed electronically. Results The response rate was 50% (407/810 schools). Of the responding schools, 14% were private high schools and 86% public high schools. An orthopedic surgeon, family doctor, pediatrician, or another type of physician were present on sidelines in 9.2% of private high schools and 8.5% of public high schools. Athletic trainers (ATs) were present on sidelines in 91% of private high schools and in 79% of public high schools. There was 68% of private high schools reporting coaches trained in CPR versus 85% in public high schools. Both private and public high schools had high rates of having written emergency action plans (89% vs 91%), AED on site (100% vs 99%), written concussion management protocols (96% vs 97%). Conclusion Our study found similar rates of high school medical coverage as compared to national studies, with some significant differences found between private and public high schools. Most Illinois high schools had high rates of having written EAPs, concussion management protocols and AEDs on site. Overall, an increase of medical supervision and emergency preparedness is needed, which should come in the form of increasing AT and physician presence alongside community and school engagement for improved implementation of coverage.

Shortages of trained personnel in special education are widely recognized. This need typically translates to special education programs as efforts to increase the numbers of professionals who are appropriately prepared to teach students with disabilities. The difficulty of increasing on-campus sections to respond effectively to the escalating need for more and better trained teachers, has in some cases led to an increased emphasis on alternative ways to deliver required course work. Distance learning is one such alternative. Distance learning can be defined as the separation of the learner from the instructor in location (learner and instructor in different rooms or at different sites), and, in some instances, by time. The promise of distance learning offers an attractive alternative for increasing the numbers of appropriately prepared special education personnel by making college-level instruction easier to receive. Current practices support synchronous communication (e.g., two-way audio, two-way video in real time, or two-way audio, one-way video in real time) and asynchronous communication (E-mail, or the Asynchronous Learning Network which does not necessarily occur in real time but at varying times depending on participants needs). Although it is possible to increase enrollments via distance learning, professionals recognize that there are some potential problems as well. If careful planning and course delivery are not clearly articulated students at remote sites can feel as if they are not part of the whole and that the education they are receiving is substandard. This article reviews promises, practices, and pitfalls associated with distance learning in an effort to inform special education professionals about this increasingly popular personnel preparation alternative.

A number of papers have compared the effectiveness of private and public schools in different institutional settings. However, most of these studies are observational and do not utilize experimental or quasi-experimental design to evaluate the value-added or the effectiveness of private schools in comparison to public schools. This study focuses on private and public high schools in Helsinki, the capital city of Finland. We use two different methods to compare private and public schools, value-added estimation and regression discontinuity design (RDD). Although based on somewhat different assumptions, both methods allow us to evaluate the causal effect of private schools on the exit exam results in high school. We find that private schools perform marginally better than public schools, but the difference in performance is very small and statistically insignificant according to both methods. Various robustness and validity checks strengthen our RDD results and the validity of the discontinuity design.

A number of papers have compared the effectiveness of private and public schools in different institutional settings. However, most of these studies are observational and do not utilize experimental or quasi-experimental design to evaluate the value-added or the effectiveness of private schools in comparison to public schools. This study focuses on private and public high schools in Helsinki, the capital city of Finland. We use two different methods to compare private and public schools, value-added estimation and regression discontinuity design (RDD). Although based on somewhat different assumptions, both methods allow us to evaluate the causal effect of private schools on the exit exam results in high school. We find that private schools perform marginally better than public schools, but the difference in performance is small and statistically insignificant according to both methods. Various robustness and validity checks strengthen our RDD results and the validity of the discontinuity design.

In the last chapter, we discuss how advanced multimedia technologies are used in distance learning systems, including multimedia authoring and presentation, Web-based learning, virtual environments, interactive video, and systems on mobile devices. On the other hand, we believe pedagogic theory should be incorporated into the design of distance learning systems to add learning efficiency. Thus, we point out some suggestions to the designers of future distance learning systems.

In the last chapter, we discuss how advanced multimedia technologies are used in distance learning systems, including multimedia authoring and presentation, Web-based learning, virtual environments, interactive video, and systems on mobile devices. On the other hand, we believe pedagogic theory should be incorporated into the design of distance learning systems to add learning efficiency. Thus, we point out some suggestions to the designers of future distance learning systems.

Two-way video, one component of a major revolution in American education, is a workable alternative to traditional face-to-face instruction. In order to provide academic opportunities for more students and faculty, advanced telecommunications infrastructures are being installed in American education P-12 and higher education institutions at a rapid rate. Consequently, increasing numbers of faculty are being asked to teach via interactive television. Ten of the misconceptions about the substance, methodology, and effects of teaching and learning via interactive video networks (IVN) are discussed in this article. Awareness of these misconceptions may help deter the misgivings and support a positive attitude in those who are asked to teach via this mode.

Although many reports have evaluated interactive technology in distance learning, there is a lack of reports focused on utilizing interactive television to meet adult continuing education needs of professionals. This study describes the evaluation of live two-way interactive television (ITV) continuing education programs for health-care professionals. The programs were evaluated using adult learning characteristics as the evaluative framework. Data collection consisted of surveys, interviews, and participant observation. Results indicate that these continuing education programs delivered through interactive television technology met the adult learning requirements of the healthcare professionals who participated. The overwhelming majority of those in the sample indicated the interactivity of the system enhanced their learning and they would be likely to attend future professional education programs offered via ITV.

In an earlier study involving a repeated measures design with one group of students receiving instruction via interactive two-way television, the investigators stated they would continue their studies during the Spring of 1983 where one of the authors would teach two different groups simultaneously, one group via two-way interactive television and the other group via in-person teaching. This article presents the data collected during the second study, discusses the findings, and then presents the proposition that it might be the participants' perception of the utility of two-way interactive television that makes the difference, not the mediated methodology.

This study examined differences in selected health risk behaviors among 5,517 students attending public high schools (PUBHS) and 1,089 students attending private high schools (PVTHS) in South Carolina. The 1995 CDC Youth Risk Behavior Survey was used to collect self-report information on adolescent risk behaviors. Chi-square analyses were performed for comparing public and private students on selected risk behaviors. Both PUBHS and PVTHS students reported substantial involvement in most of the risk-taking behaviors examined. PUBHS students, in general, were more likely to report higher prevalence rates than PVTHS students for most of the selected health risk behaviors. However, PVTHS students reported even higher prevalence rates than PUBHS students for alcohol use, driving after drinking, and binge drinking; smoking cigarettes (past 30 days); chewing tobacco (males only); marijuana use during the past 30 days (females only); and use of alcohol or other drugs before last act of sexual intercourse. Results suggest attendance at a private high school is not a panacea for protection against adolescent risk behaviors, and that all high school students could benefit from a coordinated school health program.

Students' negative attitude is a problem that interferes with the science learning process in public and private schools. Students' negative attitude in learning science is a complex problem to solve. The negative attitude shown is that students are disobedient when given assignments and dislike them. It will have an impact on low student learning outcomes. This study aims to determine students' attitudes towards science subjects by comparing private and public schools. The type of research used is a descriptive mixed method. The instrument of this type of quantitative research is in the form of a questionnaire, while the qualitative instrument is an interview sheet for students and teachers of science subjects. The number of samples was 236 students using the purposive sampling technique, while the qualitative samples were eight students and two science teachers. The quantitative analysis technique used is descriptive statistics, and the qualitative analysis technique summarizes the results of the interviews. The result is that students' attitudes towards science subjects in public and private junior high schools are already promising. Based on student attitudes, public schools are categorized as having slightly better attitudes than private schools. The results of interviews with students and teachers can also be revealed that most students have positive attitudes towards science, students who are not positive with actions such as teachers, are active alone when learning activities take place, disturb friends, etc. are at least harmful. Attitudes must be changed in students. The results show that public junior high school students have slightly more positive attitudes than private students.

English: This paper discusses the interactive television technologies that are under development and experimentation in India. India, has developed Satellite based analogue and digital transmission systems for training and development purposes. The National Council of Educational Research and Training and Indira Gandhi National Open University have successfully conducted several experiments in training of in-service teachers using one-way video and two-way audio system. Use of VSAT and ISDN delivery channels is under experimentation, which provide two-way audio and video interaction during the teaching-learning process. The success of these programmes in teacher training has far reaching implications for teacher education in India. Français: Cet article décrit les technologies de télévision interactive qui sont développées et experimentées en Inde. L'Inde a mis au point des systèmes de transmission analogues et digitaux par satellite. Le Conceil National pour la Recherche et la Formation en Èducation et l'Université Ouverte Nationale Indira Ghandi ont conduit avec succès plusieurs expériences sur la formation continue des enseignants utilisant la vidéo et un système émetteur-récepteur. L'utilisation des systèmes de diffusion VSAT et ISDN est expérimentée, ce qui fournit un système audio emetteur-récepteur et une interaction vidéo durant le processus de formation. Le succès de ces programmes dans la formation des mâitres a des implications à longue échéance pour l'éducation en Inde. Deutsch: In diesem beitrag werden die interaktiven fernsehtechnologien, die in Indien gegenwärtig entwickelt und erprobt werden, vorgestellt. Indien hat satelliten-basierte analoge und digitale Übertragungssysteme für Aus-und Weiterbildungsswecke gebaut. Der National Council of Educational Research and Training und die Indira Gandhi National Open University haben mehrere lehrerfortbildungsprojekte erfolgreich mit mono-direktionalem fernsehen und bi-direktionalem audiosystem durchgefuhrt. Der erfolg dieses programmes in der lehrerfortbildung wird weitreichende folgen für die lehrerausbildung in Indien haben.