A series of studies investigating effects of alternative methods of writing, arranging, and responding in programed instruction are presented and the results are summarized to provide guidelines for use in program preparation. In a comparison of overt and covert response modes no differences were obtained on an immediate post-program criterion…

The comparative efficacy of overt and non-overt practice responses in programed instruction was investigated under a variety of practice and test conditions using a paired associate learning task. Proponents of operant learning models have consistently questioned the relative effectiveness of passive viewing in programed instruction. An…

Impressions of health educators in the specialty fields of community, patient, and school health are presented concerning the scope of their profession, commonalities and differences in their professional preparation, and recommendations for directions to follow in developing a systematic and coordinated competency assurance program. This…

Two mediated approaches to individualized instruction--computer-assisted (PLATO) and individualized booklet--were compared in terms of their effect on student achievement. Computer-assisted instruction offers potentially sophisticated use of individualized instruction techniques (e.g., random selection of items, sequencing, and answer judging, but…

Mathematical learning at six cognitive levels, in areas of exact and varied repetition, was studied in 28 educable mentally handicapped students (mean IQ 74, mean age 12.6). Four different machine-presented programs of 10 lessons each utilized inductive or deductive modes of presentation and exact or varied forms of curriculum repetition. Results…

In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional…

A seventh-grade class took tests in block design problems to determine the importance of three techniques of programed instruction. The techniques under consideration were sequencing, cueing, and individual response. The research design looked at the performance of three ability levels (high, medium, and low) divided by sex over five program…

The findings of an experiment are reported in which 28 students taking a graduate level course in techniques of programed instruction were randomly assigned to either cathode ray tube (CRT) or teletype terminals. Results from the analysis of the final concept test data revealed that students performed equally well regardless of terminal device.…

A study was devised to investigate the effects of sequence of concept presentation and practice in a concept learning task. Learners were presented with either one conjunctive concept at a time, or with multiple concepts all related to the same principle. Practice was sequenced in four positions: before concept presentation, after concept…

A project was devised to develop study materials for a computer-assisted instruction (CAI) course in police training, to develop computerized case problems, and to evaluate the effectiveness of the learning materials as compared with conventional classroom instruction in the same subject areas. Both an experimental group (police cadets at Golden…

In 1960, a series of four telecasts concerning guidance, four on art, and five on science were shown in elementary and secondary schools of Toronto, Canada. Each telecast was fifteen minutes long. They were evaluated by teachers and administrators on three counts: physical aspects for viewing the telecasts, effectiveness of the television…

In a third study of the Computer Aided Learning (CAL) system of the London Borough of Havering, England, the performance of students taught biology by a teacher using the CAL system was compared with that of students taught by the same teacher without the CAL system. Students were divided into two matched groups and compared using a…

Following a discussion of basic and complex concepts, two software programs for teaching the complex concept "learning disabled student" are described: CLASS.LD2, an expert system for classifying learning disabled students; and LD.TRAINER, a computer-assisted instruction program designed to teach educators to make appropriate learning disabilities…

This study identified differences in elementary school students' performance of arithmetic tasks using paper and pencil and computer-assisted instruction. Many were found to perform more poorly using the computer, while others showed the opposite tendency. These findings challenge the validity of decisions made by the computer-based management…

Thirty junior high students with and without learning disabilities used three forms of an encyclopedia--printed, electronic with menus, and electronic with commands. Students without disabilities were more successful in retrieval. Both groups were more successful at simple versus complex tasks, assigned versus self-selected tasks, and when using…