In various parts of the world, social changes are accelerating in the past ten years, including new developments in technology, increasing financial pressures, etc. Under such circumstances, broadcasting is changing greatly as well, both in terms of program contents and in terms of the range of projects by broadcasting organizations or by educational authorities. One of the new technology which has been spread into relatively many countries in connection with educational broadcasting is VTR (video tape recorder). In some countries distributing educational programs packed in VTR cassettes is much more popular and practical than broadcasting on-air TV programs. CATV and broadcating satellite have been and are now developed for the purpose of the spread of educational programs in various countries, too. Among these, the new approach of educational broadcasting in the United Kingdom is now most attracting attention around the world. Especially after entering 80s, social change is accelerating in this country, with new developments in technology, worsening economic situations including unemployment, and several kinds of reforms in its educational system. The BBC (British Broadcating Corporation)-a public broadcasting corporation in the united kingdom which has longest history of school broadcasting in the world-is one of the first to take an initiative in developing the potentials of the new technology such as computers and video discs in educational broadcasting. There was a basic idea that educational broadcasting of the BBC could disappear, if the BBC is not prepared to "change," as a broadcasting organization: technological change, change in methods of distribution, rapid social change and all sorts of change. Thus, first of all, the BBC started to produce various kinds of radio and TV educationnal programs to tell about those new technology through the BBC Computer Literacy Project. The BBC has also started to develop computer and video disc software related to educational programs as support materials, especially for school use. The BBC has put emphasis on support materials such as teachers' notes, pupils' pamphlets, film strips, audio cassettes, video cassettes, from the beginning of its broadcasting. They have been thought to be inevitable for better understanding of BBC's educational programs: and now, computer software and interactive video disc software are added to them. In this "multi-media learning package strategy," many learning materials are produced, which can be used with broadcasts, and also independently. In the BBC, at this moment, it is thought very important to give the audience/viewers a wide range of possibilities to receive educational materials not only through broadcasting but also through many other ways including new technology.

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The function of study centre and actual condition of tutoring system in some typical western institution of distance higher education: The Open University in England, Fern Universitat in West Germany, Athabasca University and Open Learning Institute in Canada and Coastline Community College in U.S.A. were investigated. It was found that the most important function of study centre in tutoring system seems to be offering an opportunity for coming in human contact of student to teacher and also student each other to successfully accomplish the course work.

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Our study group had done such a research as following in 1984. This study is the one of studies on the educational reformation of two-way communication between students and university in the distant higher education through broadcasting like the University of the Air in Japan. In this study, we used two experimental broadcasting series programs of the University of the Air in 1984. The one was titled "HUMAN BIOLOGY", presented by Professor Jiro Ota of Ochanomizu Women's University and the other was titled "ADOLESCENT CULTURE", presented by Professor Masashi Fukaya of the University of the Air and Assistant Prof. Atsushi Kadowaki of Tsukuba University. Those series programs were broadcast both once a week from August to December of last year for fifteen weeks. And we entrusted about fifty members per series programs as program-monitors. Then, we continued to send only one question to every monitor every week by mail, because of finding if he would be able to see objective of each program. We wondered if many kinds of request would make monitors drop out of continuing to learn through broadcasting. This was the reason why we sent only one question to each monitor every week. As the result, fortunately we were able to receive many answers and to gather many kinds of reactions of monitors concerned with " self-learning" in the distance higher education. Furthermore, it became to be clear that the ratio of the monitors who had been continuing to learn through broadcasting from the begining to the end was tremendously high. So, we believe that we were able to get a lot of the useful data for improvement of twoway communication between students and university in the field of distance higher education.

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The possible effects of TV violence on regular television viewers have been a critical problem. Study results have supported that there is a positive relation between the amount of violence viewed on TV and viewers' aggressiveness. However, these are cases mostly in America or in Europe and it can possibly be said that, in Japan, there have been no studies to clarify the relation between them. Thus, one of the purposes of this study was to clarify the relation between the amount of violence viewed on TV and viewers' aggressiveness. 473 (249 junior high and 224 senior high school) students were asked to choose up to five programs from among 25 violent programs and to answer 20 questions about their daily violent bahavior. The result indicates that there is a positive relation between them. The second purpose of this study was to clarify the relationship between the violence viewed on TV and the viewers' degree of desensitization toward violent scenes. The author hypothesized that the more people watch TV violence the more they become used to it and are no longer upset by witnessing violence. Subjects were asked how they would react when they witnessed violent scenes. The result indicates that there is no positive relation between them. However, the data indicate that there is a positive relation only in the case of senior high school students. This may suggest that the more years people are exposed to TV violence the more they become used to it. The third purpose of this study was to verify the effects of different types of programs on viewers' aggressiveness and on the degree of desensitization towards violent scenes. The author referred to Iwao's three categories of violent television programs; random violence, purposive violence and passive violence programs. Subjects were asked what type of program they frequently watch and were categorized into three viewing types; random violence viewing, purposive violence viewing and passive violence viewing types. The relationship between the amount of violence viewed on TV and the degree of desensitization towards violent scenes was analyzed for each viewing type. The result indicates in each case, there is no positive relation between them. The relationship between the amount of violence viewed on TV and viewers' aggressiveness was also analyzed for each viewing type. The result indicates that for each type, there is a positive relation between them and especially in the cases of viewing random violence and passive violence, the relation is stronger than when viewing purposive violence.

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