Radio
Presented to: Dr. Muhammad Anwar Presented by: Abdul Khaliq Roll # 7, 3rd Semester
Radio is a mass means of conveying certain
kinds of information.
It has been found to be efective in
developing countries in the development process of developing countries.
It can also be used for involving people in
national policies and goals for development.
In developing countries , where a low level
of adult education has to be remedied especially on a large scale.
Radio broadcasting has more potent
infuence on education especially in the
developing countries for now the
transistor radio has penetrated most of
the world. Radio broadcasts are
comparatively cheap and far-reaching. It
also helps in improving the quality of
instructional programs
. Radio was introduced into some schools in
the developed world as an instructional
medium early in the 1920s. Its appearance created a great deal of interest but education did not seem to be ready for it and it did not become the efective instructional medium. But today , partly due to the advent of
educational technology and its new devices , teachers are more cognizant of contribution that the Radio can make to improve
instruction.
Consequently , the study of many subjects
, such as English literature, social studies
and music appreciation, is being enriched
by the use of Radio as a supplemental
medium.
Radio can be an efective means of
distance education due to its low cost.
Radio is an appropriate medium to present
music performances, speeches, and
discussions and the learners can record via radio and can develop their skills in their own location. Radio is specifcally useful to teach philosophy, literature, history,
language, and linguistics (Feasley, 1982; as cited in Gray, 1988).
Educational Radio technology was frst
developed during the 19th century. It came into popular usage during the 20th century main advantages capable to reach to a wide geographical range of audience Improving educational quality and relevance Lowering educational cost Improving access to
educational inputs particularly to the disadvantaged groups.
The British Open University has used radio
to distribute lectures, drama, poetry,
reading, and guest presentations (Gray, 1988). The University of Nairobi has used radio with its correspondence program
successfully (Perraton, 1993).
In developing countries, radio is still one of
the main media in distance education (Karim et al., 2001; & Reddi & Mishra, 2005).
Radio has been used in diferent formats for
educational purposes the world round. Radio technology was frst developed during the late nineteenth century and came into popularity as an educational medium during the early twentieth century. Although often
overshadowed as educational medium vis-à-vis other technologies such as television, radio
remains a viable medium that has proven
educational worth in terms of both pedagogical importance and geographical reach
Radio is capable of delivering high quality
educational programming to highly
diversifed audiences located across broad geographical expanses – all at a low per
unit production cost (Couch, 1997). Studies conducted by the Open University UK have demonstrated that, when used as a
supplementary learning tool, radio benefts weaker students (Tripp and Roby, 1996).
The utility of radio as a media of information
transfer for assisting development in particular rural development has been established world wide. Radio can be used to assist the activities of development
workers. There are several ways in which the
technology of communication media can be used to further the education. In a number of countries,
educational radio and television programs are being used to supplement formal classroom education.
ROLE OF RADIO FOR RURAL EDUCATION
IN PAKISTAN
Mohanty, J. (186, p.1) mentions that
“Radio communication is one of the fastest,
powerful, inexpensive and in many countries the only way of communication with rural
people. It reaches people of all cultural,
social, educational and economic levels very quickly”
The role of media in a nation’s development
process has been widely accepted.
Broadcast media, especially radio, has been found to be a very efective in the
development process in Pakistan..
The script must deal with the immediate
and authentic needs of the audience and provide practical solutions to problems that listeners can understand and implement in their daily activities.
The most efective technique is a combined
presentation of news, a documentary and an interview all focusing on specifc topic.
.
Another technique, in descending order of
efectiveness , include; dramatization which informally depicts members of the target
population in their activities ;interviews and dialogues ;recorded discussion between
students and tutors and last, though most convenient in terms of time and
presentation, lectures
Radio is a powerful communication vehicle in
Pakistan able to reach 3/4 of urban and 2/3 of rural households.
The Allama Iqbal Open University (AIOU), a
distance learning educational institution, was established through an act of the Pakistan
Parliament in 1974 and is the only institution in the country to use radio broadcasts for its curriculum. Also established in 1974 within the AIOU was the Institute of Educational Technology (IET).
The potential advantages of Radio are
distance coverage ,cost efectiveness and localness.
The radio can reach all populations in all the countries in a variety of languages .
The second potential advantages of Radio is cost.
The efectiveness of Radio for educational purposes is better than Television.
Radio has Certain advantages in localizing
development efforts.
Radio Programs can be used as a complete
teaching courses.
Radio concentrates the brain through the ear to
quite certain degree and at the same time
releases the imagination particularly vividly
.
Radio instruction is Non-rival.
Can be used with local facilitators
Mass distribution Easy to use(student) .
Easier chance of accessibility is given to the
learner.
Independent learning is granted to the
learner.
More control over instructional materials is
produced.
An opportunity to improve pedagogic
qualities is given.
Radio programs can provide no visual help and there is a limitation on the variety of subjects which can be taught.
No direct contact to teacher
No face-to-face interaction to other students
No student feedback.
Failure to motivate students.
Learner is required to be more structured.
Additional time for management is
demanded.
Some negative attitudes on the part of
learner are elicited.
Gray, R. A. (1988). Educational technology use in distance education:
Historical review & future trends. Educational Technology, 28(5), 38
Karim, S., Kama, M. A., & Islam, M. M. (2001). Role of radio & TV
programmes in distance & open learning system: a case of
Bangladesh Open University. Indian Journal of Open Learning, 10(2), 151-158. ERIC. (EJ635406).-42. ERIC. (EJ373774).
Liu, Y., & Ginther, D. (1999). Cognitive styles & distance education.
Online Journal of Distance Learning Administration, 2(3). Retrieved from http://www.westga.edu/~distance/liu23.html
Lo, L. S. & Dale, J. M. (2009). Information literacy “learning” via
online tutorials: A collaboration between subject specialist & instructional design librarian. Journal of Library & Information Services in Distance Learning, 3(3-4):148-158. ERIC (EJ870591).
Malhotra, Y., & Erickson, R. (1994). Interactive educational
multimedia; coping with the need for increasing data storage. Educational Technology, 34(4), 38-46.
