Students in a Java computer programming course completed a programmed instruction tutor and an interteaching session to learn a Java computer program as the first technical training exercise. The program presented a t...
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Students in a Java computer programming course completed a programmed instruction tutor and an interteaching session to learn a Java computer program as the first technical training exercise. The program presented a text string in a browser window Prior to the interteaching session, students completed a tutorial that included exemplars of a test of rule-governed performance that was administered on three different occasions during this initial learning Students showed progressive improvements in test performance and software self confidence, although the gains observed during interteaching did not always transfer to a subsequent quiz The reported backgrounds of the students were found to relate to the knowledge acquired from the several instructional tactics The replication shows the value of using several different instructional media successively to help students achieve skill and confidence. (C) 2010 Elsevier Ltd. All rights reserved
programmed instruction combined with experimenter-provided prompts (physical, verbal, and gesturing) was used to teach pointing with a computer mouse. Three preschoolers who scored at least I year below their chronolo...
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programmed instruction combined with experimenter-provided prompts (physical, verbal, and gesturing) was used to teach pointing with a computer mouse. Three preschoolers who scored at least I year below their chronological age levels participated. During the pre-assessment, none of the participants demonstrated pointing. However, they could press and release the mouse button. programmed instruction consisted of three stages, based on an analysis of the behavioral prerequisites for pointing. Stage I was designed to teach participants to move the mouse. Stage 2 was designed to teach participants to move the on-screen cursor onto specific items on the screen. Stage 3 was designed to teach participants to click on specific items on the screen. Experimenter-provided prompts were used to facilitate skill acquisition at each stage. The post-assessment showed that all participants learned pointing after intervention. The intervention package consisting of programmed instruction and experimenter-provided prompts was effective for teaching the hand-eye coordination required for pointing. (c) 2005 Elsevier Ltd. All rights reserved.
Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a withi...
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Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a within-subject design to compare the effects of four types of instructional materials;those requiring overt construction responses, overt discrimination responses, covert reading of text with highlighted key words, and covert reading of standard text. The materials requiring overt responding produced greater learning than did the covert reading materials, with or without highlighting. There was no difference found between the two types of overt responding;nor were there differences between the two types of covert reading materials. Thus, this study supports the assumption that overt responding is more effective. However, the overt response materials also required proportionately more time. Therefore, this showed no benefit of overt responding in terms of efficiency.
Interest in programmed instruction in economics continues to be strong. John Soper of Northern Illinois University reports on an evaluation of a program in which lectures were integrated with programmed instruction as...
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Interest in programmed instruction in economics continues to be strong. John Soper of Northern Illinois University reports on an evaluation of a program in which lectures were integrated with programmed instruction assignments and a series of quizzes. The quizzes were designed to stimulate student use of the programmed text, an approach which proved to be popular. A hybrid version of the TUCE was used for pre- and post-testing, and both the absolute improvement model and the gap-closing model were employed in analyzing the results. Soper concludes that programmed instruction can be an effective means of teaching large classes.
Five behaviorological features of programmed instruction are outlined: behavioral objectives, reinforcement, activity rate: high and relevant, successive approximation, and mastery progression. Each of these topics is...
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作者：
Emurian, HHUMBC
Dept Informat Syst Baltimore MD 21250 USA
An undergraduate (n = 23) and a graduate (n = 23) class of information systems majors used a Web-based tutoring system during the first 3-h session of a 14-week course in interface design and implementation. The tutor...
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An undergraduate (n = 23) and a graduate (n = 23) class of information systems majors used a Web-based tutoring system during the first 3-h session of a 14-week course in interface design and implementation. The tutoring system taught a simple Java(TM) applet as the first technical training exercise, and the instructional design was based upon programmed instruction, which is a competency-based tutoring system. Software self-efficacy was assessed prior to using the tutor and at the end of the 3-h period. Students' interactive performances (errors and help selections) were recorded for all interfaces in the tutor. The results showed that the undergraduate students made more input and test errors than did the graduate students, but the number of students in each class who completed all eight tutor stages (18 undergraduates and 17 graduates) was almost equivalent. Forty-four of the 46 students completed the fourth tutor stage, which presented frames of information explaining the items in the program. Students who did not complete all eight stages showed more errors on the initial four stages, in comparison to students who did complete all stages. Software self-efficacy increased from pre-tutor to post-tutor occasions for both classes and for both completers and non-completers. No significant relationship was found between software self-efficacy changes and tutor learning performance. Neither was gender related to software self-efficacy changes or learning performance. Evaluations of the tutor were favorable by almost all learners. A competency-based tutoring system may produce both skill and earned self-efficacy at the level of the individual learner, without regard to variations in the learning process leading to mastery. (C) 2003 Elsevier Ltd. All rights reserved.
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