Monday, March 25, 2019

Media Comparison Research :: Compare Contrast Research Papers

Media Comparison Research There have been spacious debate on research of media comparison as it relates to education oer the past few years. According to Richard Clark, there has been a paradigm raise that occurred in instructional media research during the past decade from a behavioral to a more cognitive approach. (Anglin 348). Clark felt that there was consistent test found that there are no knowledge benefits to be gained from employing all specific median(a) to deliver instruction. Research showing performance on time saving gains from one or another medium is shown to be vulnerable to compelling rival hypothesis concerning the uncontrolled effects of instructional method and novelty. (Clark 445)Media Defined Media refers to a class of instructional resources and representing all aspects of the mediation of instruction through the agency of reproducible events. It includes the materials themselves, the instruments used to deliver the materials to learners and t he techniques or methods employed. (Allen 1) Media can be defined by its technology, symbol systems and processing capabilities. The nearly obvious characteristics of a medium are its technology the mechanical and electronic aspects that determine its function and, to some extent, its shape and other physical features. (Kozma 180) rudiments of Media Research There are three major objectives of media research (1) book knowledge about the educational or instructional effectiveness of a chosen medium (2) increase understanding of how media and technology function and what mental effects they have on a learner (3) improve the workout of education through the provision and evaluation of better materials, media, procedures and technologies (Salomon, Clark 1-2). Schramm, as cited by Salomon, stated that while all media can teach very effectively, learning seem to be affected more by what is delivered than by the voice communication system. (Schramm, 1977) (Salomon 1). This ha s become the basis of disagreement among experts.Discussion Clarks article argued that well-nigh current summaries and meta-analyses of media comparison studies clearly suggest that media do not wreak learning under any conditions. In El Salvador (Schramm, 1977), it was not the medium that caused a change in achievement, but rather a curricular reform that accompanied the change. The best current evidence is that media are uncorrupted vehicles that deliver instruction but do not influence school-age child achievement any more than the truck that delivers our groceries causes changes in our nutrition.

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