ERIC Number: ED257104
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
Reaching Adult Learners through Public Television.
The most significant factor in developing the video design of a telecourse must always be the needs of the students who will view the program. In developing videotapes for a writing telecourse at a Texas community college, the instructors attempted to design programs to meet the special cognitive and affective needs of its nontraditional audience. Nontraditional students are holistic thinkers; that is, they are open to learning when they can first see an overall content in which to place what they are studying. The telecourse's use of a narrative line provides a complete rhetorical context for writing skills for these students. Nontraditional students also have a strong need for social interchange and sense of community. While this characteristic is hard to deal with in a telecourse, exposing the audience to the acting ensemble in each program is an attempt at least to model for students the sense of community they need. The traditional telecourse presenter resembles the professor-lecturer, which does not work well with nontraditional students. Other special qualities of nontraditional students include (1) a lack of confidence in their academic and writing abilities, (2) one or more negative experiences with an English course, (3) poor writing attitudes, and (4) utilitarian motives for taking the course. Telecourses should try to accommodate the needs of their audience in the same way that on-campus courses have changed to accomodate the needs of their students. (HTH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (36th, Minneapolis, MN, March 21-23, 1985).