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Abstract

Most research on the effectiveness of instructional television is generalizable to school children and other "captive" audiences. Empirical support is presented here for the proposition that the typical, non-captive adult audience will attend to and appreciate exposure to instructional television. Formative and summative evaluations of two developmental stages of a television-based, multi-media system are reviewed, indicating a strategy for adult education via mass media should include nationally known per sonalities and extensive advertising; and that, while personal con tacts in the form of home visitors is not necessary, a feedback mechanism encouraging audience participation does seem to im prove effectiveness. The need for formative research in instruc tional television is discussed.

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Developing a Strategy for Adult Education Via Mass Media

Abstract

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References