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Category Features TV Description printed materials Description

Time of interactionSynchronous 2 0 -

Asynchronous 0 1

Type of Interaction

Student-student 0 - 0 learners are seperated

Student-teacher 1 1 mainly the learner depends on the content not the teacher

Student-Content 1 3

Student-machine 1 0 it doesn't require machine

Learning StyleGroup-based 3 1

Self-based 1 no leaner control nor self-pace (3) 3 print materials are typically learner-controlled

Flexibility

any time 0 3

any place 2 3

ease of access/use 3 it's available almost in all buildings 3 it provides a quickly accessible way of teaching

Speed

development 1 3 Creation production (5)

feedback 0 it doesn't support two-way interaction 1

delivery 3 2

Instruction

stand alone meduim 1 0 it's not adequate to deliver the whole content

multimedia support 2 3 it requires any other support media

low cost 0 3

Total 51 21 30

Percentage 100% 41.18% 58.82%

using 4-point scale 0.3

because the student has to follow apre-set schedule

because it has only student-content interaction and othertypes should be

the line is crowded by many studentstrying to call at the same time

because the learner can only watchand try to understand the presentedmaterial

they are easily able to focus on the content, withoutbecoming mesmerized or frustrated by the process ofreading itself ( 4)

because the student can't replay,pause, stop, skip etc.

because learners don't have thecontrol over the content and they haveall to move together

because the instructor may ensure first that all studentshave finished a module before sending to the next one

learner has to attend the TV programsat a certain time

given adequate light, print materials can be used any timeand any place without the aid of supplemental resourcessuch as electricity, viewing screen, and specially designedelectronic classrooms(4)

because TV is available in most of theplaces

given adequate light, print materials can be used any timeand any place without the aid of supplemental resourcessuch as electricity, viewing screen, and specially designedelectronic classrooms(4)

it takes a very long time to develop thecontent

Even with print materials incorporating feedbackmechanisms and interactive exercises, it is easy for learnersto skip to the answer section.

it can be easly and rapidly delivered tothe students

it can be easly delivered to the students, but sometimes itmay take some days to reach the receiver through thetraditional mail box

certain types of experience can't be

transmitted only by using TV (2)it requires other kinds of media toprovide two-way interaction

compared with other media, cost ofproduction, equipment andtransmission per hour is very high (1)

no instructional tool is less expensive to produce than print.In addition, facilities abound for the inexpensive duplicationof these materials(4)

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(1) Bates, 1995.Alaa Sadik . (2008)Media and Technologies Used in Distance Education: Advantages and

limitations . Retreived from www : http://www.slideshare.net/alaasadik/media-and-technologies-used-in-de-i-presentation (accessed:29/10/2008)

(2) Costello & Gordon(1965)(3) Gunawardena &Dillon (1992)

(4) Ouma, A.P. (2003). DISTANCE EDUCATION TECHNOLOGIES:OLD VERSUS NEW INSTRUCTIONAL DESIGN:INTRODUCTION TO ORAL LITERATURE. Retreived from World Wide Web: http://www.iucea.org/?jc=papers-03(accessed: 29/10/2008)

(5)Gujjar & Malik.(2007).preparation for instructional material for distance teacher education. Retreived from World wideweb : http://tojde.anadolu.edu.tr/tojde25/pdf/article_4.pdf . (accessed:29/10/2008)

TV printed materials0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

luating TV and Printed Materials As Tools Used in Distance Educat

Row 20

Tools

Percentage