Media: The comparative effectiveness of videotape, audiotape, and telelecture in delivering continuing teacher education

Providing higher education for nontraditional students has become a point of interest for many colleges and universities (McMeen 1984). In urban areas it may be accomplished in a traditional manner through regularly scheduled afternoon, evening, or weekend courses. In rural areas the only choice available may be a specialized program or curriculum at a distant institution. Yet, evening or weekend courses may be impractical because of the travel time involved. Shortages in certain licensure fields, new certification requirements, and salary incentives have all contributed to a growing need for alternative methods of continuing teacher education. The use of audio and video technology in distance education, continuing education, and teacher training has been advocated since the late 1960s (Fraser 1985), but administrators have been reluctant to use technology in delivering what has traditionally been classroom-based instruction. This reluctance has been based on concerns over expense, as well as a lack of knowledge concerning the efficacy of such programs (Chang 1983). Thorman and Amb (1974) demonstrated equal learning by teacher education students receiving audiotape instruction versus live instruction. DeMuth (1979) reported that 94 percent of offcampus students felt audiotape instruction was a valuable experience. Ainsworth (1986) discussed the advantages of videotape instruction in higher education but did not present data to support its efficacy. Whittington (1987) conducted a review of literature concerning the instructional use of television, and concluded that it may be an effective medium, despite a lack of controlled research concerning its efficacy.