Educational Technology in Asia, Singapore, 1975
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D C N RESUME ED 192 548 FL 011 572 TITLE Distance Education: Selected Titles. INSTITUTION Bernard Van Leer Foundation, TheHague (Netherlands). PUB DATE 79 NOTE 300p. EDFS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Administrator Education: *AudiovisualCommunications: Basic Skills-; Bibliographies:*Correspondence study: Counseling: Curriculum; EducationalPlanning: *Educational RAio: EducationalTechnology; *Educational Television: EnglishInstruction: Health Education: Instructional Films:Instructional, Aaterials: Literacy Education: Multimedia = Instruction: Nonformal Education;Political Science: Program Development: ProgramEffectiveness; Program Evaluation: Second Languageinstruction.. Social Studies: Student Attitudes:Teacher Attitudes; Teacher Eucation; Technical'Education; Testing: Theses: Urban Education: VocationalEducation ABSTRACT This bibliography of educationfrom a distance (by correspondence or telecommunication)covers materials produced in the late 60s and in the 70s. Allfacets of education anda variety of instructional subjects are covered.The 1,866 entries are not annotated. Both published, andunpublished materials (many of the latter available from ERIC)are included. The great majority of items are in English, although other languagesare covered as well. Items are arranged alphabetically by author.A subject index is provided, and addresses fo.: obtaining itemsand for further informationare appended. (JP) ** ******* ******* ************ * *** ******* ******* Reproductions supplied by EARSare the best that can be made from the original document. *********** ******************************** ***** DISTANCE EDUCA7 I ON Selected Titles U S DEPARTMENT DE HEALTH, -PERMISSION TO REPRODUCE THIS EDUCATION &WELFARE MATERIAL HAS BEEN GRANTED BY NATIONAL INSTITUTE OE EDUCATION IMIS DOCUMENT HAS BEEN REPRO- DUCED:EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIC-IN- ATING T POINTS OF VIEW OR OPIEPONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE CE EDUCATION POSITION OR POL /CY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)-- 1 97 9 Bernard van teen Foundation The Hague Published in 1979 by the Be rEtntln lilt ion P.O. Box 85905 2508 CP The Hague, Netherlands ISBN nr. 90 6195 009 0 All rights reserved. No part of this hook may hereproduced by any means, translated intoa machine language or used for the construction of commercial mailinglists without the written permission of thepublisher. ernard van Leer Foundat ion 1979. Table of Contents Introduction Bibliography Subject Index 172 Appendix I : Further information 248 Appendix obtaining materials 26! TNTRODUCTION Education by correspondence ha; .a very long history. In formal terms however it became established towards the middle :nid endof the nineteenth century as a major method of teaching inresponse to the need for educated workers. In 1840, for example, Isaac Pitman conducted shorthand courses an post-cards ,rentto his students and A.ved back, through the post, their transcriptions of Biblical ges. Modern languages were taaght in Germany and France by p. n the 1850s while in the 1860s the University of Cambridge taught its female students by post. Skerry's College in Edinburgh conducted postal courses for Civil Service and business examinations from 1880. In 1891, Dr. Thomas harper, first presi- dent of the. University of Chicago, established therea division of correspondence education leading to credits for degrees of the university. All of these and similar roughly contemporary initiatives in Canada, Sweden and pre- and post-revolutionary Russia were directed at the education of adults, mainly forv ca- tional purposes. However, at about the same time, Charlotte Mason added a new dimension by. the establishment of the Parents Naton- al Educational Union (1888) to provide guidance, teaching materials, and correspondence help for those educating children.at home, whether through governesses in the United Kingdomor abroad in the stations of the Empire where there were few ifany schools. From the outset, the distinvishing characteristic of all suchwork was that it was intentionally structured with some clear goals in mind - often public examinations of the Universities, likeLondon, which accepted external students or, in themore flexible American system, which made no clear distinction between internal andex- ternal, full-time, part-time or correspondence students.. Much of the work had no full-time or part-time fact-to-face teaching counterpart. It simply prepared students for the examinations of professional institutions. Most of it involved some sort of correspondence between student and tutor for the marking of indivi- dual assignments and for guidance in study methods. There were how- ever some early initiatives (notably in the United States) to put students in touch with local scholars who could give them personal supervision and encouragement. The modern developments of thisare the Open University in the U.K. (established in 1969) whichis a full and independent university institution grantfng itsown first and higher degrees and the closely analogous Fernuniversit:itof the Land Rhine-Westphalia in Germany. Other experimental institutionsare grow- ing up elsewhere, n like the 'Te16-enseignement Universitairevbased upon a federation of existing University institutions; others like the German 'Telekolleg', the Dutch 'Teleac', the Italian 'Telescuola"mainly directed at schools and further education students. From the turn of the century, and particularly in the period between the two wars, the extent and amount of education by.eor- respondence grew sharply, increasingly serving, in the develo countries, adult education generally and particularlythe needs of isolated students or those who hadno alternative butto pur.ue . their studies for further qualifi marginaltime left over after earning their living_ The advent first of radio, then of televis n, and of the ;rsse'cI itcql developments in sound and visual recording, and in relatively cheap methods of reproduction of visual material have brought about a fundamental qualitative change. Correspondence education is no longer dependent upon correspondence, thepost and the printed word. In, addition, the post-war preoccupation-with the developing world and with the relatively underdevelopedpopulations within the so-called developed countries has inducedan extension of the potential target groups not only of adults butalso cif children. It is the nature and extent of the explosion ofuses, of users, of experiments, research and development whichhave arisen in response to these advances in thought and intechnology that is documented in this bibliography. Particularly by educators in the developing ountries, where schools and vocational institutions may hesparse, numerically inadequate, and not well equipped eitherm rt eriall.y or in terms of the capacities of their staff, distance teachinghas been clutched at as the way, par excellenc9, to trainteachers,tci reach parents, to meet any short fallin resources and to use what there is to maximum effect. Furthermore, the development of teaching materials not dependent mainlyor exclusively upon the written or printed word, seems to permit the illiterateor poorly educated to be directly reached and brought intothe main- stream. Hence the growth of mass literacy schemes conducted by radio and television. The apparent impact of commercial and recreational television on children suggests too that the medium might be turned to a powerful force for constructive goodby the educator. Hence attempts to use recreational programmes directly to influence the cognitive development of young children. Thus we find, side by side witha growth in strictly correspondence courses relying on printed materials, courses conducted by radio, by television, by casette or film recordings. We also find what have become known as 'multimedia' courses which usea variety of moderncommunication technologies in different combinations. So too, contact from the student to the distant teacherno longer has to depend upon the written or printed word; thetelephone, the radio transmitter, even the computercan he pressed into 6 Ill service. But the old techniques of using localscholars to help give a personal touch and guidancehave also blossomed into formal systems of tutoring, into theuse of local study groups, the provision of travelling exhibitions and libraries, and a variety of self-help or community development structures.VO often supported and encouragedby'the distant institution, but relying heavily upon local motivation, upon volunteersas well as professionals. In many situations, particularlybut by no means exclusively in the developing countries, distanceteaching is an auxiliary to other forms of educational effort rather than rho exclusivenu-n The T.V. and radio broadcasts inthe schools' educationalpro- grammes of many countries are an obviouscase. But there is growing number of instances oftraining courses - for example, in agriculture which are mainly, and probablynecessarily, carried on by direct teachingon the spot but whore on-the-j training and the local teacherare supported by a feed -iii of information by televisionor radio. A particularly interesting development is that whereparamedical health workers conducting a service as well as learningon the job, can not only got guidance with their learning butuse the lwo way.communication system for consulting a professional centre in emergency. A similar learning cum consultancy style clearly has wideapplica- tions in teacher-training.