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    Where Interaction Intersects Time

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    https://ubir.buffalo.edu/xmlui/handle/10477/74870
    Permanent Link
    http://hdl.handle.net/11603/16467
    Collections
    • UMBC Education Department
    • UMBC Faculty Collection
    • UMBC Graduate School
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    Author/Creator
    Berge, Zane L.
    Date
    1996-06
    Type of Work
    Text
    journal articles
    Citation of Original Publication
    Berge, Zane L.; Where Interaction Intersects Time; MC Journal: The Journal of Academic Media Librarianship, v4#1, Summer 1996:69-84; https://ubir.buffalo.edu/xmlui/handle/10477/74870
    Rights
    This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
    Subjects
    educators
    distance education
    individual learning
    mass communications
    small group
    UMBC Instructional System Design
    Abstract
    Educators normally do not have the opportunity or time to analyze individual students and tailor instructional materials or activities specifically to them. Students are usually grouped together into classes for economic reasons if nothing else. Varying the media selection, the methods used, and the class activities, is an attempt to compensate for the lack of individualized programming. This is as true for distance education as it is for place-based education. Ellington (cited in Dekkers, et. al., 1990), suggests three classes of instruction: individual learning, mass communications, and small group. Historically, in distance education there were few ways to vary delivery and teaching methods. The correspondence model, an example of individual learning, was used nearly exclusively for the first 120 years of distance education in the United States (Moore and Kearsley, 1996). Earlier in this century, mass communications (i.e., radio; television) expanded the range of delivery tools. Still, the prevailing model is of students passively listening to or watching a program alone, attempting to make sense of the material. To check the students' "making of meaning" in what they read or saw, they are asked to submit a written paper to the instructor showing analysis, synthesis, or evaluation. What is missing are opportunities for the use of group learning models. Over the past two decades, emerging technologies have opened more opportunities to vary medium and methods, leading to significant changes in the way.


    Albin O. Kuhn Library & Gallery
    University of Maryland, Baltimore County
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    www.umbc.edu/scholarworks

    Contact information:
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    Phone: 410-455-3021


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.

     

     

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    Albin O. Kuhn Library & Gallery
    University of Maryland, Baltimore County
    1000 Hilltop Circle
    Baltimore, MD 21250
    www.umbc.edu/scholarworks

    Contact information:
    Email: scholarworks-group@umbc.edu
    Phone: 410-455-3021


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.