WHAT IS NEXT IN THE MEDIA AND METHODS DEBATE

The debate about the learning benefits of media has extended over eighty years. While the arguments have evolved, the debate is still very much alive. An increasing number of universities with instructional technology degree programs are using the debate as a teaching tool. A number of faculty ask students to familiarize themselves with debate positions to better understand the process of using research to make design and development decisions (see examples in the web site addresses described in the Preface to this book). In some cases, the debate has become a question on “end of program” university examinations. In addition, the recently renewed enthusiasm for distance education has led yet another group of technology advocates to seek media comparison evidence. Thus, the goal of this final chapter is to bring the argument up to date as this book goes to press.

[1]  R. Clark.  Media will never influence learning , 1994 .

[2]  Henry M. Levin,et al.  Cost-Effectiveness of Computer-Assisted Instruction , 1987 .

[3]  Herbert J. Walberg,et al.  A Structural Model of Science Achievement. , 1991 .

[4]  G. R. Morrison,et al.  Evaluation of a Graduate Seminar Conducted by Listserv , 1998 .

[5]  E. Gagné.  The cognitive psychology of school learning , 1985 .

[6]  A. Paivio.  Mental Representations: A Dual Coding Approach , 1986 .

[7]  R. Bjork,et al.  On the relationship between recognition speed and accuracy for words rehearsed via rote versus elaborative rehearsal. , 2000, Journal of experimental psychology. Learning, memory, and cognition.

[8]  John R. Anderson.  The Adaptive Character of Thought , 1990 .

[9]  C. Keith Haddock,et al.  Cost-effectiveness analysis: A primer for psychologists , 1998 .

[10]  F. Paas,et al.  Measurement of Cognitive Load in Instructional Research , 1994, Perceptual and motor skills.

[11]  John R. Anderson.  Is human cognition adaptive? , 1991, Behavioral and Brain Sciences.

[12]  J. Sweller,et al.  Reducing cognitive load by mixing auditory and visual presentation modes , 1995 .

[13]  R. Mayer,et al.  Multimedia learning: Are we asking the right questions? , 1997 .

[14]  R. Clark.  Reconsidering Research on Learning from Media , 1983 .

[15]  Stellan Ohlsson,et al.  Spearman's g = Anderson's ACT?: Reflections on the Locus of Generality in Human Cognition , 1998 .

[16]  R. Bruning.  Cognitive Psychology and Instruction , 1998 .

[17]  John Dunlosky,et al.  Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. , 1999 .

[18]  John R. Anderson,et al.  Rules of the Mind , 1993 .

[19]  R. Kozma.  Will media influence learning? Reframing the debate , 1994 .

[20]  G. Salomon.  Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. , 1984 .

[21]  Richard E. Clark,et al.  Media and method , 1994 .

[22]  Tom Cobb,et al.  Cognitive efficiency: Toward a revised theory of media , 1997 .