Die aard, gebruiksmoontlikhede en implikasies van interaktiewe video vir onderrig in die Republiek van Suid-Afrika / Esmarie Strydom

• Main Author: Strydom, Esmarie
• Language: other
• Published: Potchefstroom University for Christian Higher Education 2013
• Online Access: http://hdl.handle.net/10394/9089

Interactive video technology is regarded as the latest addition to the already large number of instructional media which may benefit education. Interactive video was developed as a combination of video technology, laser technology and computer technology. In education, these technologies occur in a large variety of configurations. Thus, a basic video recorder and monitor can be interactively integrated in lessons by the manner in which the teacher controls this apparatus. In contrast, the most advanced configuration of interactive video consists of a microprocessor, video monitor and laser disc drive. The advantage of the latter is the complete interaction which can be achieved in lessons (a one on one relationship between the learner and the technology). Besides the large number of configurations in which interactive video technology occurs, this research has also pointed out how interactive video could have a reinforcing effect on the most widely recognised didactic principles in an educationally responsible manner. The advantages and disadvantages of computer and video technology are indicated separately in order to arrive at the beneficial characteristics of interactive video where education is concerned. These advantages include aspects such as: the promotion of self-activity, individualisation, controlling the rate at which the teaching and learning process takes place and the complete control over image and sound. Instructional methods such as demonstrations, programmed teaching and simulations are those aspects of teaching which benefit from the technologies in question. Aspects mentioned in the previous paragraph, were determined by means of a literature study. The reliability of this information was practically tested by means of a structured questionnaire which was presented for completion to thirty eight (38) institutions. The purpose of this empirical section of the study was to confirm/not confirm the results of the literature study. === Skripsie (MEd)--PU vir CHO, 1994