Abstract
Television has not been used well in modern universities, although technology is well advanced. In scientific education, despite the instrument-dependent nature of modern science, most methods neglect behaviors of teachers and learners. In contrast, variants of “process video” that are described here emphasized three-way interactions among instructors, students, and video machinery. Guidelines show how simple video assistance was introduced and developed gradually into more fully instrumented learning environments, with examples taken from a variety of experimental classrooms. It was concluded that a science of learning which merges video and computer science can help to integrate research, teaching, and service functions of postsecondary institutions.
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