Task, learner, and presentation interactions in television production

Gwen C. Nugent; Thomas J. Tipton; David W. Brooks

doi:10.1007/BF02791378

Task, learner, and presentation interactions in television production

Gwen C. Nugent, Thomas J. Tipton, David W. Brooks

Nebraska Center for Research on Children, Youth, Families & Schools

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

What presentation format is best for promoting affective learning via televised instruction? This study showed that for college students, both on-camera authority/model figures and dramatizations can be effective. It also confirmed the importance of considering interactions between presentation method, learning characteristics, and subject matter.

Original language	English (US)
Pages (from-to)	30-38
Number of pages	9
Journal	Educational Communication & Technology
Volume	28
Issue number	1
DOIs	https://doi.org/10.1007/BF02791378
State	Published - Mar 1980

ASJC Scopus subject areas

Communication
Education

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title = "Task, learner, and presentation interactions in television production",

abstract = "What presentation format is best for promoting affective learning via televised instruction? This study showed that for college students, both on-camera authority/model figures and dramatizations can be effective. It also confirmed the importance of considering interactions between presentation method, learning characteristics, and subject matter.",

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Task, learner, and presentation interactions in television production

Abstract

ASJC Scopus subject areas

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