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| Instructional Design | 3 |
| Programmed Tutoring | 3 |
| Programming | 3 |
| Cognitive Processes | 1 |
| Computer Networks | 1 |
| Computer Science Education | 1 |
| Computer Simulation | 1 |
| Drills (Practice) | 1 |
| Expert Systems | 1 |
| High School Students | 1 |
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Peer reviewedTrichina, Elena – Machine-Mediated Learning, 1996
Describes a visual tutoring system for programming distributive-memory multiprocessor networks. Highlights include difficulties of parallel programming, and three instructional modes in the system, including a hypertext-like lecture, a question-answer mode, and an expert aid mode. (Author/LRW)
Descriptors: Computer Networks, Expert Systems, Hypermedia, Instructional Design
Peer reviewedDeek, Fadi P.; Ho, Ki-Wang; Ramadhan, Haider – Internet and Higher Education, 2000
Provides a classification, review, and critical analysis of instructional systems available on the Web that can be used by students to learn programming. Reviews drill and practice systems, tutorial systems, and simulation systems and analyzes them according to established standards for instructional design. (Author/LRW)
Descriptors: Computer Science Education, Computer Simulation, Drills (Practice), Instructional Design
Peer reviewedSweller, John; Chandler, Paul – Cognition and Instruction, 1994
Four experiments supported the hypothesis that, when learning to use equipment such as computers, if the material to be learned has an intrinsically high degree of interaction between elements, then learning might be facilitated by not having the equipment present. Thus, an analysis of intrinsic and extraneous cognitive load can lead to…
Descriptors: Cognitive Processes, High School Students, Instructional Design, Learning
