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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
The Effect of Computer-Mediated Collaborative Learning on Solving Ill-Defined Problems.
Peer reviewed Peer reviewed
Uribe, Daniel; Klein, James D.; Sullivan, Howard – Educational Technology Research and Development, 2003
Discusses problem solving, problem-based learning, and collaborative learning, and describes a university study that investigated the effects of individual Web-based learning versus computer-mediated collaborative Web-based learning and ability grouping on learner performance in solving ill-defined problems. Considers time on task, participant…
Descriptors: Ability Grouping, Academic Achievement, Computer Mediated Communication, Higher Education
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