Degree of constructed-response interaction in computer-based programmed instruction.
This investigation evaluated the importance of frequent responding in computer-based programmed instruction. Instructional computer programs that taught the use of an authoring language were administered to 155 undergraduate college students. One group experienced frequent (dense) situations requi...
| Published in: | Journal of Applied Behavior Analysis Vol. 31; no. 3; pp. 387 - 399 |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Published: |
Society for the Experimental Analysis of Behavior
Fall98
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507672926&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507672926 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00218855 JAB jtl: Journal of Applied Behavior Analysis issn: 00218855 maglogo: N pubinfo: dt: Fall98 vid: 31 iid: 3 pid: 508 pub: Society for the Experimental Analysis of Behavior artinfo: ui: 507672926 10.1901/jaba.1998.31-387 ppf: 387 ppct: 12 formats: fmt: @attributes: type: T tig: atl: Degree of constructed-response interaction in computer-based programmed instruction. aug: au: Kritch, Kale M. Bostow, Darrel E. su: Computers in education Programmed instruction sug: subj: Computers in education Programmed instruction keyword: Computers -- Educational use ab: This investigation evaluated the importance of frequent responding in computer-based programmed instruction. Instructional computer programs that taught the use of an authoring language were administered to 155 undergraduate college students. One group experienced frequent (dense) situations requiring them to supply key components of the subject taught. A second group experienced half as many response requirements, and a third “passive” group simply tapped any key to progress. To control for time in contact with presentations, individuals in a fourth group were yoked to the members of the high-density requirement group. Statistically significant differences on both posttest and application performances indicated that students who experienced the high density of overt response contingencies scored the best and the passive group score the worst. The yoked control revealed that time on task alone could not account for the superior performance of students in the high-density group. Results suggest that inclusion of a high rate of constructed-response contingencies within instructional computer programs increases performance. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|