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大學에 있어서 ITV를 利用한 敎授方法의 學習效果와 그 問題點에 關한 硏究 : 敎養 "文化史" 敎授를 中心으로
視聽覺敎育硏究院 이화여자대학교 한국문화연구원 1972 韓國文化硏究院 論叢 Vol.20 No.-
This study is designed to find out the effects of ITV on student's cognitive achievement, study skill and affective domain. In conducting this research we also take into our consideration the fact that the trial and error we will inevitably make in the process of initiating ITV would incidentally provide other universities which are supposed to start ITV in the near future with an invaluable experience. In order to assess the effects of ITV, the students homogenized according to IQ and the previous examination, are divided into two groups: experimental and control group. History of civilization is selected for ITV course which consists of eleven Programs, running approximately from 30 to 54 minutes. The result of pre-test, preformed before showing the programs, indicates, that both group overwhelmingly wanted to study through ITV regardless of courses. After exposed to nine programs, students took an examination. While the average point of experimental group was higher than that of control group by 6 points, their interest in ITV seemed to be considerably decreased. For they happened to realize that TV could not produce as much entertainment and joy as they expected. It is not difficult to find out that students expose mainly themselves to TV not in pursuit of information and knowledge but entertainment. Therefore, the elimination of their bias and preoccupation toward TV is required by means of orientation. On the other hand, students belonged to experimental group were likely to be embarrassed by ITV, because they are not accustomed to organizing and summarizing what TV provide for them. It is also a reasonable conjecture that students respond very susceptibly to the environment of classroom. If a classroom teacher neglects to supervise the viewing attitude, and to produce an adequate environment for ITV he can hardly expect TV to do an omnipotent role for the enhancement of its effectiveness. With giving continuously to students stimulus in terms of motivation, reward and compensation, students would try voluntarily to adapt themselves to the new environment of ITV. If students pay as much attention, and efforts to ITV as to conventional instruction, the effects of ITV could be fairly prominent. Therefore, it is reasonable to consider that ITV can improve cognitive achievement on the condition that we put study skill and affective domain under our control.
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