Designing instructional media for attitudinal outcomes

Abstract

There is no best medium for producing attitudinal outcomes, but there is probably a best approach for maximizing desirable outcomes in a specific situation.

Instructional practices of teachers enrolled in educational technology and general education programs

“…These practices include involving students in deciding what they will learn and how they will learn it (Jonassen, 1991), personalizing instruction based on preferences and experiences of individual students or groups of students (Anand & Ross, 1987;Davis-Dorsey, Ross, & Morrison, 1991;L6pez & Sullivan, 1991), giving learners control over selected elements of instruction (Kinzie, 1990;Rieber, 1992;Williams, 1996), and providing opportunities for remediation or enrichment based on individual student performance (Dempsey, Driscoll, & Swindell, 1993;Smith & Ragan, 1993). Each of these practices is based on consideration of the perceived learning needs and/or preferences and experiences of learners.…”

“…Several authors with ties to the educational technology field recommend using assessment of students to determine their learning needs before planning the objectives for a unit of instruction (e.g., Kemp, Morrison, & Ross, 1994). Smith and Ragan (1993) stress the importance of feedback based on assessment of learner performance.…”

“…Use of media and technology is central to the field of educational technology (Simonson & Thompson, 1994). Many educational technologists are enthusiastic about the benefits of computers and media (Kerr, 1989;Winn, 1989).…”