Clark argues that media is simply a vehicle for delivering instruction. What influences student achievement in his estimation is the content or instructional methods employed (not the media/medium in and of itself). Clark also suggests that the novelty of newer media can generate increased learner attention and achievement, but wears off over time and exposure again lessening achievement scores.
The most amazing/amusing comments in Clark's paper centers around his assertion that no more research be conducted regarding comparing different media to one another. Again, when learning assessment is at issue, researchers should be investigating the design variables, not the media (i.e., the delivery vehicle). Clark avers that comparing the achievement benefits of one medium over another unavoidably confuses the medium with the method of instruction.
Clark squarely believes it is the teacher, not the technology that clearly affects learning outcomes and achievement.
And to a certain degree, I agree with Clark: medium and method can be easily confused by unsophisticated researchers. However, I have a hard time tossing the proverbial baby out with the bathwater. Media/medium does matter. And how different media are employed, what content is chosen, the tasks associated with the course objectives, etc. all influence the learning outcome. To say we should stop comparing media is clearly shortsighted and perhaps is due to the limited media available in 1984.
Kozma's approach to analyzing media in education is a bit different. Kozma asserts that what a medium can do (and how it represents knowledge) when combined with the way instruction is designed impacts the learner and learning positively. Kozma believes the media and method are clearly interrelated: the medium influences/limits the design and the method is influenced by the constraints/advantages of the medium. Separating the medium and the method within the learning environment is a fallacious argument at best (and Clark should know better!). The studies Kozma reviews in his article demonstrate how learning is supported by the methods employed within a specific medium and how they engage a learners' understanding and cognitive abilities. Therefore, in Kozma's opinion, research should continue comparing media to determine the strengths, weaknesses, opportunities, and threats of different media and instructional design methods.
I find myself in agreement with Kozma. Research on which variables impact learning and how the medium employed effects these variables is what educational technology researchers should be doing. Although I think it is important to remember the role of the teacher in this debate. Technology can have a tremendously negative impact if it supports bad instruction. Technology is not the answer, but as Kozma suggests, technology (media) is only as valuable as the learning design that underlies it.
References:
Clark, R.E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
Keywords: educational media, learning design, Richard Clark, Robert Kozma
