NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
The Effect of Static and Animated Visualization: A Perspective of Instructional Effectiveness and Efficiency
Peer reviewed Peer reviewed
Direct linkDirect link
Lin, Huifen; Dwyer, Francis M. – Educational Technology Research and Development, 2010
This study investigated the effectiveness of three different levels of enhancement strategies utilized to facilitate students' learning from static and animated visualization when taking the time-on-task into consideration. Participants were randomly assigned to six treatment groups, and then took four criterion measures. The time-on-task was…
Descriptors: Feedback (Response), Computer Assisted Instruction, Visualization, Time on Task
Effects of Cooperative Versus Individual Learning and Orienting Activities During Computer-based Instruction.
Peer reviewed Peer reviewed
Cavalier, Jamie C.; Klein, James D. – Educational Technology Research and Development, 1998
Investigates the effect of implementing cooperative versus individual learning and orienting activities during computer-based instruction (CBI). Results indicated that students who received instructional objectives performed significantly better on posttests than students who received either advance organizers or no orienting activities. Learning…
Descriptors: Academic Achievement, Computer Assisted Instruction, Cooperative Learning, Independent Study
Learner Control over Full and Lean Computer-based Instruction under Differing Ability Levels.
Peer reviewed Peer reviewed
Schnackenberg, Heidi L.; Sullivan, Howard J. – Educational Technology Research and Development, 2000
Examines the effects of type of instructional control (learner control versus program control) and program mode (full versus lean) on the achievement, option use, time in the program, and attitudes of higher-ability and lower-ability university students using a computer-delivered instructional program. Discusses implications for instructional…
Descriptors: Ability Grouping, Academic Achievement, Computer Assisted Instruction, Higher Education
Learner Preferences and Achievement Under Differing Amounts of Learner Practice.
Peer reviewed Peer reviewed
Schnackenberg, Heidi L.; Sullivan, Howard J.; Leader, Lars F.; Jones, Elizabeth E. K. – Educational Technology Research and Development, 1998
Examines the effects of program mode (i.e., a lean program version containing a basic amount of learner practice versus a full mode containing expanded practice) and learner preference (matched or unmatched) for amount of practice on the achievement, time-in-program, and attitudes of university undergraduate students. Students preferred the lean…
Descriptors: Academic Achievement, Computer Assisted Instruction, Computer Oriented Programs, Computer Software Development
Enhancing Self-Efficacy for Computer Technologies through the Use of Positive Classroom Experiences.
Peer reviewed Peer reviewed
Ertmer, Peggy A.; And Others – Educational Technology Research and Development, 1994
Describes a study of undergraduates completing electronic mail and word processing tasks that investigated the effects of experience on attitudes toward computers and judgment of confidence, or self-efficacy. Use of the Computer Technologies Survey is discussed, and treatment of experimental and control groups is described. Survey instrument and…
Descriptors: Computer Anxiety, Computer Assisted Instruction, Correlation, Electronic Mail
Learner Control in Full and Lean CAI Programs.
Peer reviewed Peer reviewed
Hannafin, Robert D; Sullivan, Howard J. – Educational Technology Research and Development, 1995
Describes a study that investigated the effects of learner control and program control, and lean and full modes of instructional programs, on the achievement, use of options, time on task, and attitudes of high-ability and low-ability students from grades 9 and 10 during computer-assisted instruction. (LRW)
Descriptors: Ability Grouping, Academic Achievement, Analysis of Variance, Computer Assisted Instruction