Category feature Radio Justification Internet Justification

Synchronous 3 3
Time of interaction
Asynchrounous 0 3
students-students (8) 2. Although broadcasting
is considered as a powerful
tool for bringing the real
world into the classroom,
programmes often lack
strategies for involving
Type of interaction learners actively in the
programme or in cognitive
activities
0 3
students-teacher 0 3
students- content 0 3
students- machine 0 3
group-based 0 2
Learning Style
self-based learning 0 3
any time (6) 3. Compared to other
media, radio is extremely
flexible, has a dramatic
effect and can stimulate the
Flixability 3 imagination of learners 3
any place 3 3
ease of access/use (9) (Schwier, 1987; Krendl
3 and Watkins, 1988). 3
development 3 2
feedback 0 3
Speed delivery dailup connection take
times to upload and
3 2 download
stand-alone medium 0 0 0

Instruction
 multimedia- support (4) Are we entering the
"post-PC" era, when
(7) With the development palm-sized computers,
in communications microbrowser-
satellites, radio and augmented cell phones,
Instruction television can reach a and other wireless
long distance and use handheld "information
appliances" will become
extra numbers of more popular than
channels, with their personal computers for
potential for two-way accessing the Internet?
3 signal carriage 3
Cost low cost 3 (1)Ads are inexpensive to 3 (3) Begin to reduce the
produce, and the cost of air cost of paper, printing
time is relatively low, and mailing by providing
compared to other media.(1 the same material
% 47.06 digitally on-line.
88.24
Distributing information
on the internet may not
eliminate the need for
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(5) appreciate the cost
savings associated with
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(6) (Heinich et al., 1993).

(7) (Kent, 1969; Bates 1984; Halliwell, 1987; Bates, 1995).
(8) (Schwier, 1987; Krendl and Watkins, 1988).
(9) Crooks and Kirkwood (1990)
 Effectiveness of media in DE
90
80
70
60
50
%

40 %
30
20
10
0
Column C Column E
1=Radio, 2=internet