Adapting Prior Television Production Experience for Distance Education Instructional Design
Ricky W. Telg
The purpose of this study was to examine what previously learned television production-related experiences and knowledge television production specialists adapted in their instructional design of distance education programming. The purposive sample for this study consisted of 12 television production specialists who were employed for at least one year in universities across the United States, to produce live, interactive, video-based, educational programs. In addition, these specialists, prior to employment at their respective universities, had no experience or educational background in the field of distance education. Qualitative methods, including semi-structured interviews, observation, and concept maps, were used to collect data during the study. Findings show that television production specialists use their previous work experiences and knowledge of communication models on which to base much of their instructional design techniques. In particular, television production specialists use prior experiences as they take into account audience analysis, the instructor's needs, media integration, and the incorporation of interactivity in their instructional design of distance education programming.
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