Interactive Educational TV and Special Education: Forwarding Distributed and Affectionate Learning via Cognitive Immersion

Interactive Educational TV and Special Education: Forwarding Distributed and Affectionate Learning via Cognitive Immersion

Dionysios Politis, Anastasios Nikiforos, Dimos Charidimou, Georgios Kyriafinis, Rafail Tzimas, Dimitra Evangelopoulou
Copyright: © 2025 |Pages: 22
DOI: 10.4018/978-1-6684-7366-5.ch028
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Taking as starting point the contemporary educational disruptions due to pandemic outbreaks and similar social or natural disasters, this lemma is focusing on one of the most energetic protagonists of the emerging agenda for providing undisrupted learning via remote instruction. Interactive Educational TV takes also advantage of favorable technological advances that vastly increase network infrastructures globally and deploys learning tools originating from establishments offering immense learning resources to their users, like special education. The latter, being connected with medical treatment as well, provides insight on how affectionate teaching and learning methods should be deployed. Even further, the bonds established by governmental institutions, enterprises, and schools for the provision of such services are promulgated as the effective center for the delivery of educative multimedia.
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Interactive Educational TV (aka IETV) has emerged recently as a combined methodology of Distance Learning and Remote Control in the form of an enhanced scheme for providing integrated virtual learning at unprecedented levels.

However, this development has been promulgated amidst two seemingly “self-contradictory” trends that have been witnessed the recent years:

  • 1.

    Educational TV, the precursor of this “movement”, the source of instigation twofold, as a televised “on air” emission structure and the same time an educational product, has never gained momentum in reaching massive audiences

  • 2.

    Due to the Covid-19 pandemic restrictions, a vast Technology Transfer scheme has been initiated, which, apart from promulgating commercial, cloud-based large-scale corporate arrangements, like NetflixTM or HBOTM as global superpowers in the entertainment sector, has given the hegemony to US driven technologies in the field of Interactive Learning, with videolesson-based instruction being promoted as the most striking method

This antinomy has to do mostly with the fact that a swift transition has occurred a little way back, from analog broadcasting to digital. In addition, TV emissions are coupled with Internet functionality, leading to Smart TV environments, appropriate for advanced tutoring (Morales-Salcedo & Espinoza, 2019).

The previously mentioned statement #1 in a bold manner describes how Educational TV collapsed in an unobtrusive way in several regions of our world; the next section provides ample background information on how this took place, despite its historically significant contribution for shaping political and ethical correctitude worldwide (Lapinid et al., 2017).

Furthermore, as massive destructions, like warfare, pandemics and collapses relating to communal factors and societal organizations plunder in succession the aggregate of people living together, exceptionally large networks and influential in social terms tools are proposed as antidote (Katzman & Stanton, 2020; Buheji & Ahmed, 2020).

By no means, however, IETV should be perceived as an instigating force changing the physical location or positional rankings of well-established institutions, like those of classic universities - not to mention prestigious establishments approximating those of the IVY league (OECD, 2022).

Nevertheless, the magnitude of such an influence in the post Covid-19 era is bound to change the equilibrium of didactic outbreaks, like those experienced by providing teaching during lock-downs in Higher Education (Costado Dios & Piñero Charlo, 2021); indeed, as at least one fifth of the global learning population is left with modest - nevertheless, independent - resources for accessing high-level instruction, it is expected that remote learning is a power force exerted to a degree more or less beyond the cultural diversity of the world's peoples (Thomas et al., 2019).

Traditionally, the instruction offered by Educational TV was complemented by extensive use of libraries, i.e., buildings containing collections of books, journals, films, recorded music, genetic material, etc., organized systematically and kept for research or borrowing.

As IETV vigorously emerges, it is interesting to see how libraries, especially the tertiary education ones, may reshape in quantitative as well as qualitative terms for distributing digital products for academic and schooling environments (Baltimore, 2017). Obviously, apart from their transformation to technological outlets in the Web sphere, there are many more elements in terms of interactivity to be considered (Politis et al., 2019).

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