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Learning with Media

As Thomas writes, media education in India is still in an experimental stage with very little feedback. Besides the concepts of media education are rather geared to the Western hemisphere and India being a developing country has very different concerns about development. These kinds of changes in the Asian context demand an alternative definition and approach to media education to the one outlined by Masterman (1985). This new and different paradigm can be examined in the context of research and theories of the «popular» developed in Latin American countries as well as in relation to new social movements, around the struggle for the right to information and to. | Kozma R.B. 1991 . Learning with media. Review of Educational Research 61 2 179-212. Learning with Media Robert B. Kozma University of Michigan Abstract This article describes learning with media as a complementary process within which representations are constructed and procedures performed sometimes by the learner and sometimes by the medium. It reviews research on learning with books television computers and multimedia environments. These media are distinguished by cognitively relevant characteristics of their technologies symbol systems and processing capabilities. Studies are examined that illustrate how these characteristics and instructional designs that employ them interact with learner and task characteristics to influence the structure of mental representations and cognitive processes. Of specific interest is the effect of media characteristics on the structure formation and modification of mental models. Implications for research and practice are discussed Do media influence learning The research reviewed in this article suggests that capabilities of a particular medium in conjunction with methods that take advantage of these interact with and influence the ways learners represent and process information and may result in more or different learning when one medium is used compared to another for certain learners and tasks. This paper is in response to a challenge by Clark 1983 that .researchers refrain from producing additional studies exploring the relationship between media and learning unless a novel theory is suggested. p. 457 He extended this challenge after reviewing the existing comparative research on media and concluding that .media do not influence learning under any conditions. Rather .media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition. p. 445 The theoretical framework supported by the current review presents an image of .