Feedback Types in Programmed Instruction: A Systematic Review.
Research about the effectiveness of different types of feedback in programmed instruction was investigated. Knowledge of results had the least data to support its efficacy. Knowledge of correct responding (KCR) has been shown to be effective in several studies. Elaboration feedback is more effective...
| Published in: | Psychological Record Vol. 57; no. 2; pp. 219 - 233 |
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| Main Authors: | , |
| Format: | Article |
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Psychological Record
Spring2007
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| 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=507972226&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507972226 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Spring2007 vid: 57 iid: 2 pid: 761 pub: Psychological Record artinfo: ui: 507972226 ppf: 219 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 861KB tig: atl: Feedback Types in Programmed Instruction: A Systematic Review. aug: au: Jaehnig, Wendy Miller, Matthew L. su: Psychological feedback Programmed instruction sug: subj: Psychological feedback Programmed instruction ab: Research about the effectiveness of different types of feedback in programmed instruction was investigated. Knowledge of results had the least data to support its efficacy. Knowledge of correct responding (KCR) has been shown to be effective in several studies. Elaboration feedback is more effective than KCR, but may require more time of the instructional designer and learner. Delayed and review feedback are no better than KCR. Postfeedback delays show promise and warrant further study. Future research area recommendations include: measures of the approachability of instruction, measures of efficiency, sampling from more diverse populations, research over more extended time frames, and exploring the relationship between performance during instruction and on criterion tests. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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