The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.
This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or th...
| Publicado en: | Computers in Nursing Vol. 9; no. 4; pp. 159 - 164 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
1991 Jul-Aug
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107506739&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107506739 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07368593 47P jtl: Computers in Nursing issn: 07368593 maglogo: N pubinfo: dt: 1991 Jul-Aug vid: 9 iid: 4 pid: 433 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 107506739 107506739 1991129312 NLM1893310 107506739 ppf: 159 ppct: 5 formats: tig: atl: The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes. aug: au: Schmidt SM Arndt MJ Gaston S Miller BJ sug: subj: Computer-Assisted Instruction Lecture Academic Achievement Education, Nursing, Baccalaureate Research, Nursing Education Student Attitudes Comparative Studies Education Research Experimental Studies Analysis of Covariance Age Factors Teaching Methods Evaluation Attitude to Computers Human ab: This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses. pubtype: Periodical doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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