Designing the group use videodisc: Socializing communication technology

Abstract

This paper describes the application of a videodisc in a communication curriculum designed to examine the social relevance of television news programming. In general, students found the technology easy to use, working with other people preferable to working alone with a machine and the group process valuable in examining what contributes to the importance of a news story. Faculty perceived the group approach as a better use of class time and a more efficient use of financial resources when contrasted with individualized instruction. However, they also felt that the individualized approach to computer-assisted instruction was more beneficial to the student and would better prepare the stuzlent for lifelong learning. This apparent paradox, the videodisc as an enhancement to computer-assisted instruction, mid technology's influence on the student-faculty relationship are discussed. INTRODUCTION Over the last four years the numher of computers in the classroom has risen from approximately 30,000 to more than 1.1 million units (Watkins, 1985). Applications of computer-assisted instruction have been found for nearly every cognate area in education. Although many computers have been placed in the classroom, their place in the educational process remains a topic of debate. The concerns of educators range from the large budgetary commitment schocigs must make, typically at the expense of other human or technological resources, to the effects machine-based learning has on the facultystudent relationship. Perhaps an even more central issue is which instructional design strategies make most effective use of the new technologies. The purpose of this paper is to describe the creation of a corputer-controlled videodisc and the instructional design strategy that