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Walker, Brooke D.; Rehfeldt, Ruth Anne – Journal of Applied Behavior Analysis, 2012
The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single-subject design methodology to graduate-level professionals through a Web-based course management system known as Blackboard (see http://www.blackboard.com). Specifically, we used the stimulus…
Descriptors: Vignettes, Distance Education, Online Courses, Chalkboards
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Crosbie, John; Kelly, Glenn – Journal of Applied Behavior Analysis, 1994
Four college students completed programmed instruction in a computerized format with either no delay between questions, a noncontingent delay, or a contingent delay (delay after each question answered incorrectly). Noncontingent delay produced better performance than no delay and contingent delay, because students used delay periods to study.…
Descriptors: Computer Assisted Instruction, Contingency Management, Feedback, Higher Education
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Tudor, Roger M. – Journal of Applied Behavior Analysis, 1995
The use of overt answer construction in computer-based programmed instruction was studied. Four college students completed an instructional program that alternated between presenting frames with blanks requiring overt responses and complete frames without blanks. All students produced more correct answers corresponding to program segments that…
Descriptors: Active Learning, College Students, Computer Assisted Instruction, Higher Education
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Shimamune, Satoru; Smith, Stacey L. – Journal of Applied Behavior Analysis, 1995
Two Japanese undergraduate students were taught to pronounce and discriminate English words containing unfamiliar phonemic contrasts. Teaching pronunciation was found to be easier than teaching listening discrimination. Teaching listening discrimination resulted in collateral improvement in pronunciation, and, to a lesser extent, vice versa.…
Descriptors: Auditory Discrimination, College Students, English (Second Language), Higher Education
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Ross, Linda L.; McBean, David – Journal of Applied Behavior Analysis, 1995
This study compared the effects of multiple versus single deadline contingencies on distribution of unit-mastery test taking by students in four university classes taught using the personalized system of instruction. Rate of test taking was most uniform when multiple deadlines were imposed throughout the course. (Author/DB)
Descriptors: College Instruction, College Students, Contingency Management, Course Organization
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Kritch, Kale M.; And Others – Journal of Applied Behavior Analysis, 1995
Two experiments confirmed the greater effectiveness of constructed-response interactive videodisc instruction when compared to a click-to-continue or passive viewing formats on posttest recall of Acquired Immune Deficiency Syndrome (AIDS) information by 101 college students. The necessity of constructing answers appears to be an important factor…
Descriptors: Acquired Immune Deficiency Syndrome, Active Learning, College Students, Educational Media