Teachers participating in an educational interactive video program were surveyed each year for four semesters. The survey instrument contained 31 five-point Likert-type questions, with questions concerning specific comparisons between interactive video and traditional teaching methods, and open-ended questions. A total of 74 teachers responded…

Synthesizes the results of three case studies of middle school classrooms in which computer and video materials were used to teach topics in earth and space sciences through interactive simulations. Describes specific instances in which common current practice is problematic. Makes suggestions regarding improved design principles for such…

Two studies investigated ways in which computer and video technology can support expert human coaches in order to reduce instructor time and increase learner-centered environments; the goal was to train undergraduate students to facilitate others' interpersonal problem solving. Results indicate that the technology-supported methods can decrease…

Describes how hypermedia technology is being used in content methods courses in Vanderbilt University's elementary teacher education program to achieve improvements in preservice teacher education. Evaluation data indicate that use of video examples in the mathematics methods courses influenced the way preservice teachers taught mathematics.…

Investigates the impact created by the use of videoconferencing technology in a large MIS class where, traditionally, lecture had been used. Even though 85% of the students who participated in the classes were non-MIS majors, students in the videoconferencing section perceived it to be more useful, challenging, attractive, and clear compared to…

Explains how watching video clips of Richard Feynman helped students change their ideas regarding science, scientists, and society. (PR)

This report describes the first year of an ongoing intervention study and the learning of a group of practicing teachers working together with researchers to make changes in the ways they teach mathematics. When reflecting on their beginning efforts, the researchers found that several assumptions in their planned interventions were not borne out…

In response to Congressional direction, a quantitative, analytical review (a meta-analysis) was completed of interactive videodisc instruction applied in Defense training and in the related settings of industrial training and higher education. Over all instructional settings and applications, interactive videodisc instruction was found to improve…

The "rear-view mirror" approach referred to by McLuhan refers to new media being used with the methods of older, different media. A Sens-it (SENtence- SENtence- SITuation) cell model is suggested as an effective use of interactive videodisk systems in contrast to the communicative competence approach. (Author/LMO)

Describes design and production of the award-winning software used to control Great Britain's Open University Materials Science videodisc, the Teddy Bear Disc, which is used to teach undergraduate students about materials engineering. The disc is designed for use in one-week sessions, which students attend in July or August. (MBR)

The West Suburban Post-Secondary Consortium (WSPSC) of Oak Brook, Illinois is a not-for-profit organization of collaborating educational institutions that offer courses, programs and degrees in the western suburbs of Chicago. Interactive video is a successful instructional delivery method in the WSPSC, according to the students who took video…

The Maryland Higher Education Commission investigated the effectiveness of electronically mediated instruction for distance education, including interactive and noninteractive video, computer-aided instruction, and audio-only instruction. Interactivity was found to be an important factor in student achievement, whether in the classroom or through…

Seven secondary teachers of 57 students with learning disabilities used a videodisc program to teach fractions. Teacher and student reactions were very positive, almost two-thirds of the students reached or exceeded criterion performance, and teaching styles of participating teachers subsequently became more interactive. (JDD)

Presents a series of incremental changes that were made to an existing course at Arizona State University West to assure that preservice teachers were proficient in the use of interactive video and its incorporation into daily lesson delivery. (Author/AEF)

The aim of this study was to test the hypothesis that the different teacher groups of the Finnish comprehensive school differ from one another in their pedagogical thinking and practices. The authors of this article have conducted teacher in-service-training on integrated curriculum using new educational technology (interactive video and a…