Role of the Classroom Instructor in a Televised Introductory Psychology Course
Bibliographic Data
| ID | 13657534 |
|---|---|
| Authors | Jim G Coone (University of Georgia, corresponding author), William F White (0000-0003-4642-0564, University of Georgia) |
| Year | 1968 |
| Volume | 23 |
| Issue | 1 |
| Pages | 43-47 |
| Publication date | 1968-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1968.23.1.43 |
| PMID | 5685408 |
| OpenAlex | W2021888506 |
| Language | EN |
| References cited | 2 |
Little is known of the role of classroom instructors in televised college courses. Student achievement may be affected by classroom instructors' behaviors during the presentation of the televised lecture and during face-to-face discussion afterward. It was hypothesized that student achievement would be greater when classroom instructors were present during the lecture but did not conduct discussion than when classroom instructors were absent during the lecture but conducted discussion. The hypothesis was supported ( p < .01). Possible distortion of previous instructional television research findings due to novelty, Hawthorne, and time effects was discussed
Mathematics education · Novelty · Pedagogy · Presentation (obstetrics · Communication in Education and Healthcare · Film in Education and Therapy · Online and Blended Learning · Psychology · Social Psychology
| Highly cited | No |
|---|