(From EDD 8008 Discussion #8)
Of particular interest to me is the consideration of whether media is an instructional strategy.
Of particular interest to me is the consideration of whether media is an instructional strategy.
Ross argues that media were analogous to grocery trucks that carried food, but do not provide instruction in the form of nutrition (Ross et al., 2008). Media comparison studies provide a strong case against experimentation that simply compares media, and researchers should consider whether the effectiveness of technology is really being tested or if it is the efficacy of the types of instructional strategies incorporated into programs (Ross et al., 2008). Another inappropriate media comparison experiment is creating artificially comparable alternative media presentations where both variations contain identical attributes but use different modes of delivery (Ross et al., 2008). Alternatives to media comparisons are a priori hypothesis of differences between the two presentations based directly on analysis of their different attributes. I can apply this information by not replicating inappropriate media comparisons and recognizing that media replications provide valuable tests of the generalizability of the effects of particular instructional strategies (Ross et al., 2008).
Ross, S.M., Morrison, G.R., Hannafin, R.D., Young, M, den Akker, J.V., Kuiper, W., Richey, R.C., & Klein, J.D. (2008). Research Designs. In Spector, J. M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (Eds.). Handbook of research on educational communications and technology (3rd ed.). New York, NY: Taylor and Francis.
Ross, S.M., Morrison, G.R., Hannafin, R.D., Young, M, den Akker, J.V., Kuiper, W., Richey, R.C., & Klein, J.D. (2008). Research Designs. In Spector, J. M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (Eds.). Handbook of research on educational communications and technology (3rd ed.). New York, NY: Taylor and Francis.