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Television programs are clearly far more costly to produce and to transmit than radio
programs, especially if they are broadcast over public networks and expected to meet
production standards similar to those of news, documentary, and entertainment programs.
Narrowcast programs can be produced on smaller budgets, but simply placing a lecturer in
front of a TV camera and transmitting the results is generally considered an ineffective
use of the medium for education (although this approach is widely used in the vast Central
Chinese Television University). Television comes into its own in a multiple-media distance
education course—used to demonstrate scientific or laboratory experiments, to
broadcast field trips, case studies, or performances, and to help visualize dynamic
processes and sequences of events. In cultures where TV viewing is passive and
recreational, however, it can be difficult for students to change their viewing habits and
see TV as an educational medium. And unless students have access to recording equipment,
at home or at local study centers, the ephemeral nature of the broadcast must be taken
into account in determining its educational objectives and its place in a distance course.
- More on television broadcasting
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- SAIDE. 1998. A School-based Educational
Broadcasting Service for South Africa, SAIDE: Johannesburg
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