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Teaching at a distance an appraisal of the co-ordinated teaching of O Level physics using television, correspondence and special aids
A 1966-67 coordinated National Extension College program in Great Britain combined a series of 32 television programs, a handbook, a kit for experiments, and lecture courses and short residential courses to teach 0 level physics. The average audience for the broadcasts was estimated at 25,000 or more. In addition, 8,941 handbooks were sold, 3,970 persons bought kits, 680 registered for the correspondence courses, and at least 15 took the 0 level examination (of whom 11 passed). Questionnaires returned by 342 enrollees gave data on age groups, previous education and qualifications, occupations, reasons for taking the course, and reactions to the course. Schools that also participated generally used the combined scheme for small groups of students, while the broadcasts were used more widely by whole classes as a background to school instruction. Staffing problems, planning needs, the effectiveness of simple apparatus and experiments, and the value of the broadcasts for both adults and children were indicated. General problems were noted in dealing with the mathematical aspects of physics, coordinating the elements of the series, identifying the target audience, obtaining feedback, and determining the pace, length, timing, and progression of the broadcasts. (The document includes six tables and three appendixes.) (Ly).
- "A 1966-67 coordinated National Extension College program in Great Britain combined a series of 32 television programs, a handbook, a kit for experiments, and lecture courses and short residential courses to teach 0 level physics. The average audience for the broadcasts was estimated at 25,000 or more. In addition, 8,941 handbooks were sold, 3,970 persons bought kits, 680 registered for the correspondence courses, and at least 15 took the 0 level examination (of whom 11 passed). Questionnaires returned by 342 enrollees gave data on age groups, previous education and qualifications, occupations, reasons for taking the course, and reactions to the course. Schools that also participated generally used the combined scheme for small groups of students, while the broadcasts were used more widely by whole classes as a background to school instruction. Staffing problems, planning needs, the effectiveness of simple apparatus and experiments, and the value of the broadcasts for both adults and children were indicated. General problems were noted in dealing with the mathematical aspects of physics, coordinating the elements of the series, identifying the target audience, obtaining feedback, and determining the pace, length, timing, and progression of the broadcasts. (The document includes six tables and three appendixes.) (Ly)."@en
- "Teaching at a distance an appraisal of the co-ordinated teaching of O Level physics using television, correspondence and special aids"@en
- "Teaching at a distance An appraisal of the co-ordinated teaching of O level physics using television, correspondence and special aids"
- "Teaching at a distance: an appraisal of the co-ordinated teaching of O Level physics using television, correspondence and special aids"
- "Teaching at a Distance; An Appraisal of the Co-Ordinated Teaching of OLevel Physics Using Television, Correspondence and Special Aids"@en