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| Educational Technology,… | 4 |
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| Arnone, Marilyn P. | 1 |
| Clariana, Roy B. | 1 |
| Grabowski, Barbara L. | 1 |
| Herrmann, Thomas F. | 1 |
| Liefeld, John P. | 1 |
| Morrison, Gary R. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 4 |
| Information Analyses | 1 |
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Peer reviewedLiefeld, John P.; Herrmann, Thomas F. – Educational Technology, Research and Development, 1990
Describes a study conducted at the University of Guelph that compared the learning achievements of a computer-administered mastery testing approach with a seminar-discussion approach. Pretests and posttests are described, student opinions are reported, and results are reported that indicate mastery/testing generated higher learning achievement.…
Descriptors: Academic Achievement, Computer Assisted Testing, Discussion (Teaching Technique), Foreign Countries
Peer reviewedArnone, Marilyn P.; Grabowski, Barbara L. – Educational Technology, Research and Development, 1992
The effects of variations in learner control were examined for an interactive lesson presented as a videodisc visit to an art museum. The 101 first and second grade subjects were assigned to program control, learner control, and learner control with advisement conditions, or to a control group. Data on achievement and curiosity were analyzed. (28…
Descriptors: Academic Achievement, Art Education, Comparative Analysis, Computer Assisted Instruction
Peer reviewedMorrison, Gary R.; And Others – Educational Technology, Research and Development, 1992
This study examined learner-control strategies for selecting problem context and level of instructional support on a computer-based mathematics unit on the metric system. Subjects were 240 sixth grade students assigned to 15 treatments. Performance was lowest under learner-control instructional support conditions even though subjects indicated…
Descriptors: Academic Achievement, Comparative Analysis, Computer Assisted Instruction, Context Effect
Peer reviewedClariana, Roy B.; And Others – Educational Technology, Research and Development, 1991
Describes a study that investigated the effects of using different forms of computer-based feedback on high school students' learning of science material. Hypotheses tested are discussed, five feedback conditions are described, posttests are explained, and results are discussed in terms of the information processing effects of different feedback…
Descriptors: Analysis of Variance, Computer Assisted Instruction, Feedback, Grade 11
