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Interactive Practices on Educational Radio

From Australia to Turkey

Fırat Tufan

The main objective of this book is to propose a new interactive educational radio model for Turkey. Thus, six educational, community and university-based radio stations in Australia were researched. In terms of representing the entire country and all educational radio broadcasting practices, samples were selected from different structures and cities of Australia. After obtaining required data in the participant observation process, in-depth interviews with radio representatives were carried out. It was questioned, what the basic factors of effective educational radio stations are, how today's broadcasting technologies affect the relationship between radio and its audience and how interpersonal communication process reflects new radio broadcasting practices.

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4 History of educational radio around the world


4 History of educational radio around the world

Radio has been used in different formats for educational purposes in most countries of the world for many years (see Lambert, 1963; Fisher, 2013; Potter and Naidoo, 2009; Wei, 2010; Tsuda and Lafaye, 2005; Chandar and Sharma, 2003; Naidoo and Potter, 2007; Aziz, 1977, 2007).

In many countries of the world, such as Australia, America, Canada, England, South Africa, China, Japan, India, Venezuela, Bolivia, and Turkey, in the early years of radio, it was used as a complementary educational method as well as formal education, in order to meet the educational needs of farmers, rural citizens, and teachers. The radio was also a tool with influence on foreign language education and used effectively in this domain. The radio was preferred because of its ability to easily reach the challenging geographical regions in both rapid and economic ways, and the potential to eliminate the inequality of opportunity in education and the pedagogical competence (Hedberg and McNamara, 2002; Lambert, 1963; Nazari and Hasbullah, 2010; Potter and Naidoo, 2009; Wei, 2010; Tsuda and Lafaye, 2005; Clyne, 2003; Chandar and Sharma, 2003; Naidoo and Potter, 2007).

Education through radio broadcast contents was regarded as an extraordinary new initiative with limitless possibilities by many scholars and experts in America in the early years. The idea of reaching to millions of students with a single expert teacher by radio was described as thrilling. Many important journals and journalists expressed their opinions about...

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