Radio, televisión, audio y vídeo en educaciónFunciones y posibilidades, potenciadas por el COVID-19

  1. Lorenzo García-Aretio 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Zeitschrift:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Datum der Publikation: 2022

Titel der Ausgabe: La educación en clave audiovisual y multipantalla

Ausgabe: 25

Nummer: 1

Seiten: 9-28

Art: Artikel

DOI: 10.5944/RIED.25.1.31468 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: RIED: revista iberoamericana de educación a distancia

Ziele für nachhaltige Entwicklung

Zusammenfassung

The audiovisual medium is so widespread that it was an educational bet in remote settings and now, notably, during the times of the pandemic. These well-used audiovisual resources enhance the possibilities of learning and retention. Despite the fact that, nowadays, many might think that these are obsolete resources, of low efficiency for learning in this digital society, they are still highly valued today. It was evident that radio and television had an outstanding relevance in times of confinement, so that no one was left behind, especially the most vulnerable groups. Today, digital systems can host, record and reproduce any type of audiovisual document, and the latter, both in synchronous and asynchronous format. Radio, in times of pandemic, was used as a flexible, massive, low-cost and long-range means of communication, as an alternative to the great advances in digital technologies, reaching all corners of the globe. Over the radio, the podcast has the advantage of being able to record and reproduce any type of audio content, with the possibility of repeated listening, pausing and going back. On the one hand, integrating hearing and sight, on the other hand, text, audio and images in the same educational resource, such as television and video, substantially enhance the didactic possibilities in any area of knowledge, nature of the course and educational level. However, it must be concluded that the potential of these resources has not been exploited, far from it, sufficiently in educational settings. Synchronous videoconferencing seems to have integrated the possibilities of these tools obviating some of their problems and becoming a great complement to education.

Bibliographische Referenzen

  • Ahlm, M. (1972). Telephone instruction in correspondence. Epistolodidaktika, 2, 49-64.
  • Al-Samarraie, H. (2019). A Scoping Review of Videoconferencing Systems in Higher Education: Learning Paradigms, Opportunities, and Challenges. International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i4.4037
  • Arteaga Romero, C., Martínez Hernández, C. A., Medel Hernández, N. R., Piña Camacho, H. I., y Soto Godínez, B. (2004). La radio como medio para la educación. Razón y Palabra, 36.
  • Bartolomé, A. (2000). Informar y comunicar en los procesos comunicativos del siglo XXI. Actas XII Congreso Nacional y I Iberoamericano de Pedagogía (Tomo II). Sociedad Española de Pedagogía.
  • Bates, A. W. (1984). Broadcasting in Education: An Evaluation. Constable.
  • Bates, A. W. (1988). Television, Learning and Distance Education. Journal of Educational Television, 14(3), 213-225. https://doi.org/10.1080/0260741880140305
  • Bates, A. W. (2015). Teaching in a Digital Age. BCampus.
  • Baum, S., y McPherson, M. (2019). The Human Factor: The Promise & Limits of Online Education. Daedalus, 148(4), 235-254. https://doi.org/10.1162/daed_a_01769
  • Borges, F. (2009). Profcast: Aprender y enseñar con podcast. UOC.
  • Boulos, M., Maramba, I., y Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Webbased tools for virtual collaborative clinical practice and education. BMC Medical Education, 41(6). https://doi.org/10.1186/1472-6920-6-41
  • Cabero, J. (1994). Retomando un medio: la televisión educativa. En CMIDE-SAV. Medios de comunicación, recursos y materiales para la mejora educativa. Sevilla: CMIDE y SAV.
  • Cabero, J., y Gisbert, M. (2005). Materiales formativos multimedia en la red. Guía práctica para su diseño. Eduforma/Trillas.
  • Carmichael, M., Reid, A., y Karpicke, J. (2018). Assessing the impact of educational video on student engagement, critical thinking and learning: The current state of play. SAGE Publishing. https://bit.ly/39q3Lt5
  • Cebrián, M. (1994). Los vídeos didácticos: claves para su producción y evaluación. Pixel-Bit. Revista de Medios y Educación, 1, 31-42.
  • Chandar, U., y Sharma, R. (2003). Bridges to Effective Learning Through Radio. The International Review of Research in Open and Distributed Learning, 4(1). https://doi.org/10.19173/irrodl.v4i1.118
  • Chen, J., Dobinson, T., y Kent, S. (2020). Student’s perspectives on the impact of Blackboard Collaborate on Open University Australia (OUA) online learning. Journal of Educators Online, 17(1). http://hdl.handle.net/20.500.11937/77825
  • Chorianopoulos, K. (2018). A Taxonomy of Asynchronous Instructional Video Styles. The International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.2920
  • Correia, A.P., Liu, C., y Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452. https://doi.org/10.1080/01587919.2020.1821607
  • Couch, L. (1997). Digital and Analog Communication Systems. Upper Saddle River, NJ.: Prentice-Hall,
  • Damani, K., y Mitchell, J. (2020). Radio: Rapid Evidence Review. EdTechHub. https://edtechhub.org/rapid-evidence-review-radio/
  • Datareportal (2021). Digital 2021. April Global Statshot Report. https://datareportal.com/reports/tag/Digital+2021+April+Statshot
  • Dreesen, T., Akseer, S., Brossard, M., Dewan, P., Giraldo, J.P., Kamei, A., Mizunoya, S., y Ortiz, J. S. (2020). Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in 127 countries. Innocenti Research Brief. UNICEF.
  • Durbridge, N. (1982) Audio-cassettes in Higher Education. Milton Keynes: The Open University.
  • Durbridge, N. (1984) Audio-cassettes. En A. Bates (Ed.) The Role of Technology in Distance Education. Croom Hill/St Martin’s Press.
  • Fatani, T. (2020). Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Medical Education, 20. https://doi.org/10.1186/s12909-020-02310-2
  • Ferrés, J. (1994). Televisión y educación. Paidós.
  • Flink, R. (1975). The Telephone as an Instructional Aid in Distance Education; A Survey of the Literature. Lund Univ.
  • García Aretio, L. (1994). Educación a distancia hoy. UNED.
  • García Aretio, L. (2001). Educación a distancia. De la teoría a la práctica. Ariel.
  • García Aretio, L. (2014). Bases, mediaciones y futuro de la educación a distancia de la sociedad digital. Síntesis. https://doi.org/10.5944/ried.2.1.2084
  • Grundin, H. (1984). Radio. En A. W. Bates, The rol of technology in distance education. Croom Helm.
  • Grupo de Trabajo sobre Tecnología e Innovación en la Educación (2020). Estrategia multicanal: El rol de la radio y la televisión en la educación a distancia. Diálogo Interamericano.
  • Guo, P. J., Kim, J., y Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. En Proceedings of the First ACM Conference on Learning@ Scale Conference, (pp. 41-50). ACM. https://doi.org/10.1145/2556325.2566239
  • Hizal, A. (1983). Uzaktan Ogretim Surecleri ve Yazili Gerecler [Distance Teaching Process and Print Materials]. Ankara Universitesi Egitim Fakultesi Yayinlari.
  • Jaminson, D., y McAnany, E. (1978). Radio for Education and Development. Sage.
  • Kemp, S. (2021). Digital 2021: Global Overview Report. https://datareportal.com/reports/digital-2021-global-overview-report
  • Kirschner, P., Brink, H. V., y Meester, M. (1991). Audiotape feedback for essays in distance education. Innovative Higher Education, 15, 185-195. https://doi.org/10.1007/BF00898030
  • Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge. https://doi.org/10.4324/9780203966280
  • Lappia, A. (1989). Audio.cassette tapes in distancia teaching: student evaluation. Distance education, 10(2), 277-284. https://doi.org/10.1080/0158791890100211
  • Laaser, W. (1986) Some didactic aspects of audio‐cassettes in distance education. Distance Education, 7(1), 143-152. https://doi.org/10.1080/0158791860070110
  • Laaser, W., y Toloza, E. A. (2017). The Changing Role of the Educational Video in Higher Distance Education. The International Review of Research in Open and Distributed Learning, 18(2). https://doi.org/10.19173/irrodl.v18i2.3067
  • Lockwood, F. (1991). Data Collection in Distance Education Research: The Use of Self-Recorded Audiotape. Deakin Univ.
  • Makazaga, I. (2020): La radio, aliada contra la pandemia en África. Planeta Futuro. El País. http://bit.ly/3npz4cm
  • Meacham, E., y Butler, A. (1984). Audio Tapes for Distance Education. Wagga Wagga
  • McKenzie, N., Postgate, R., y Schuphan, J. (1979). Enseñanza abierta. Sistemas de enseñanza post¬secundaria a distan¬cia. UNESCO.
  • Mueller, B., y Taj, M. (2020). La educación por televisión vive un auge por la pandemia del coronavirus. The New York Times. https://www.nytimes.com/es/2020/08/17/espanol/educacion-television.html
  • Núñez, F. (2021). Radio in Education in the Face of COVID-19. Observatory. TEC-Monterrey. https://observatory.tec.mx/edu-bits-2/radio-education-and-covid19
  • ONU (2021). World Radio Day 13 February. https://www.un.org/en/observances/radio-day
  • Piñeiro-Otero, T. (2012). Los podcast en la educación superior. Hacia un paradigma de formación intersticial. Revista Iberoamericana de Educación, 58(1), 1-12. https://doi.org/10.35362/rie5811462
  • Punwar, A. (1972). The telephone - radio conference: A method of continuing education for health professional. The American Journal of Occupational Therapy, 26(8), 410-414.
  • Race, P. (1994). The open learning handbook (2nd edition). Kogan Page.
  • Race, P. (1998). Interesting ways to write open learning materials. Bristol: Technical and Educational Services Ltd.
  • Reaburn, P., y McDonald, J. (2017). Creating and facilitating communities of practice in higher education: Theory to practice in a regional Australian university. En J. McDonald, y A. Cater-Steel (Eds.), Communities of Practice. Springer, Singapore. https://doi.org/10.1007/978-981-10-2879-3_6
  • Reese, R. J., y Chapman, N. (2017). Promoting and evaluating evidence-based telepsychology interventions: Lessons learned from the university of Kentucky telepsychology lab. En M. Maheu, K. Drude, y S. Wright (Eds.), Career paths in telemental health (255-261). Springer. https://doi.org/10.1007/978-3-319-23736-7_26
  • Rodas, B. I., y Celleri, A. A. (2017). Influencia de la radio con un enfoque educomunicativo para la formación ciudadana. INNOVA Research Journal, 2(8.1), 223-235. https://doi.org/10.33890/innova.v2.n8.1.2017.367
  • Rodero-Antón, E. (2008). Educar a través de la radio. Signo y Pensamiento, 27(52), 97-109.
  • Romero, J. (2018). Videollamada como recurso tecnológico para la educación superior a distancia. Red de Investigación Educativa, 11(1), 56-61.
  • Saglık, A., y Ozturk, A. (2001). La televisión como tecnología educativa: uso de la televisión en la facultad de educación abierta, Universidad de Anadolu. Revista turca en línea de educación a distancia, 2(1).
  • Salmon, G., y Edirisingha, P. (2008). Podcasting for Learning in Universities. McGraw Hill Education.
  • Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., y Pusic, M. (2020). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. Med Publish. https://doi.org/10.15694/mep.2020.000082.1
  • Sarwinda, K., Rohaeti, E., y Fatharani, M. (2020). The development of audio-visual media with contextual teaching learning approach to improve learning motivation and critical thinking skills. Psychology, Evaluation, and Technology in Educational Research, 2(2), 98-114. https://doi.org/10.33292/petier.v2i2.12
  • Schwartz, D. L., y Hartman, K. (2007). It’s not Video Anymore: Designing Digital Video for Learning and Assessment. En R. Goldman, R. Pea, B. Barron, y S. J. Derry (Eds.), Video Research in the Learning Sciences (335-348). Erlbaum.
  • Short, J. (1971). Teaching by telephone: The problems of teaching without the visual channel. Teaching at a distance, 3.
  • The World Bank (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. Education and Technology. The World Bank. https://bit.ly/2XJtXfl
  • Tripp, S., y Roby, W. (1996). Auditory presentations in language laboratories. En D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (821-850). Simon y Schuster Macmillan.
  • UNESCO (2020). El aprendizaje por conducto de la radio y la televisión en tiempos del COVID-19. UNESCO. https://es.unesco.org/news/aprendizaje-conducto-radio-y-television-tiempos-del-covid-19
  • Vidergor, H. E., y Ben-Amram, P. (2020). Khan Academy effectiveness: The case of math secondary students' perceptions. Computers & Education, 157. https://doi.org/10.1016/j.compedu.2020.103985
  • Villa, M. I., Marulanda, A., y Molina, T. (2020). La experimentación educativa, social y técnica en los medialabs universitarios. Revista Complutense de Educación, 31(2), 231-240. https://doi.org/10.5209/rced.62114
  • Watson, J., y McIntyre, N. (2020). Educational Television: Rapid Evidence Review. EdTechHub. https://zenodo.org/record/3956366#.YQgO4VP7Tfg
Fuente de los datos: Dialnet