Criticizes the use of television, computers and Keller's plan in instruction to minimize lecturers' job in classroom. Concludes that the heart of the educational process is in teachers' expertise being communicated personally rather than mechanically even though the value of devices cannot be disregarded. (CC)

Greater attention to the needs of students and to teaching methods is urged, and specific suggestions are given. (IM)

Whether or not media technology reaches maturity will determine its effectiveness in higher education. (Editor)

Proposes a public-service tax credit that would allow copyright owners of any television program broadcast on the public airwaves to claim a limited tax credit in exchange for school rights to copy programs and retain them indefinitely for face-to-face, nonprofit, instructional purposes. (Author/MLF)

The economics of educational television has been disappointing. Higher education can make use of television commercials and their techniques to: (1) teach specifics such as facts, pointers, or principles that would help people improve their lives; (2) attract interest for more involved study; and (3) inform people about higher education. (MLW)

Traces the development of television as an instructional tool at Dartmouth from its beginning in 1972 through the planning, funding, and implementation phases to its extensive, successful program today. (DC)

Describes the BBC French language program and the activities that have resulted from BBC's collaboration with institutions such as the Brighton Polytechnic. These activites include the organization of intensive courses, the publication of instructional materials for teachers, and the development of correspondence studies. (MES)

Telecourses allow students to test their interests and aptitudes before committing themselves to a course of study. Milwaukee Area Technical College telecourses are available throughout a wide area via cable television. Because videocassettes of courses are available in the library, self-paced learning is possible. (SK)

The present study evaluated the effectiveness of TV v non-TV instruction and examined the effect of instructor visits to TV classes. Results indicated that student learning did not differ across instruction groups but that student attitudes were more favorable in the TV class that the instructor visited. (Author)

Reports on three successful attempts by college history teachers to reach beyond the classroom by using radio, newspapers, and television. Programs involved pooling resources by a number of colleges, using local facilities, and appealing to local interests. (Author/CK)

Reports survey results of psychology departments with graduate programs relative to staffing of introductory psychology courses at large research-oriented universities. Discusses concerns generated by the use of nontenure position people as instructors. Cites supervision of instruction, televised courses, and incentives for teaching as examples of…

Describes a nine-step method for the design and production of instructional television courses used for distance learning instruction in higher education. A team approach is described, including the faculty member, instructional designer, and a design/production team; constructing a course map is discussed; and formative evaluation is explained.…

Describes a university's use of a multilingual cable network as a foreign language instructional resource by incorporating series, news programs, and commercials into foreign language courses. (CB)

Focuses on the themes of self-image and change while interpreting video excerpts from two video cassettes that illustrate the excitement and problems of teaching mathematics. Excerpts involve concrete and abstract representations of transformations. (MDH)