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dc.contributor.authorBlignaut, Anita Seugnet
dc.contributor.authorEvans, R.
dc.date.accessioned2012-11-29T09:50:49Z
dc.date.available2012-11-29T09:50:49Z
dc.date.issued2010
dc.identifier.citationEvans, R. & Blignaut, A.S. 2010. Instructional dissonance during interactive television support broadcasts: a South African experience. Progressio: South African journal for open and distance learning, 32(1):111-130. [http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=7388]en_US
dc.identifier.issn0256-8863
dc.identifier.urihttp://hdl.handle.net/10394/7800
dc.description.abstractThis case study focused on a community outreach initiative in South Africa and sought to explain why - despite technology that permits bi-directional oral communication during televised instruction - viewer participation was poor. A small-scale quantitative approach established how prevalent poor participation was, while rich experiential interviews and video data identified why viewers refrained from participating overtly. The use of Atlas.ti™ to analyse systematically the volume of unstructured data as a single unit not only facilitated analysis, but also enhanced the validity of the inquiry. Key findings suggested that the rate of viewer participation during telelessons was not directly influenced by their English proficiency, as initially anticipated, but by a combination of variables related to technical limitations and inappropriate methodological design. This article focuses specifically on the instructional dissonance created by telepresenters, and how this accounted for viewers not responding as expected during televised instructional episodes. Implications for practice are deemed applicable in any blended learning environment.en_US
dc.language.isoenen_US
dc.publisherUnisa Pressen_US
dc.titleInstructional dissonance during interactive television support broadcasts: a South African experienceen_US
dc.typeArticleen_US


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