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1.
Ok-choon Park Stuart S. Gittelman 《Educational technology research and development : ETR & D》1992,40(4):27-38
The effects of two computer-based instructional strategies—visual display and feedback type—were investigated in the acquisition
of electronic troubleshooting skills. Animation was used to simulate the functional behaviors of electronic circuits and to
demonstrate the troubleshooting procedures. The first hypothesis tested was that animated visual displays would be more effective
than static visual displays if animation was selectively used to support the specific learning requirements of a given task.
Results supported this hypothesis by showing that college students in the animated visual display condition needed significantly
fewer trials than those in the static visual display condition. The second hypothesis was that the effectiveness of intentionally
mediated feedback (knowledge of results or explanatory information) would be minimal if natural feedback—the system's automatic
functional reaction to external inputs—was available and the subject had the basic knowledge needed to understand the system
functions. The results supported this hypothesis. Overall, this study implies that instructional strategies, including visual
displays and feedback, should be applied selectively based on the specific learning requirements of a given task.
he works at ARI as a research fellow of the Universities of the Washington Metropolitan area.
The opinions expressed herein are those of the authors and do not express or imply the views of the U. S. Army Research Institute
or the Department of Defense.
The authors would like to thank Eric C. Neiderman and Reginald Hopkins for their assistance with this study. 相似文献
2.
Robert D. Tennyson Robert L. Elmore Leonard Snyder 《Educational technology research and development : ETR & D》1992,40(2):9-22
In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led
to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions:
information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order
processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing
integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational
technology to lead in the discovery of theories contributing to acquisition of higher-order cognition. 相似文献
3.
Productive failure in mathematical problem solving 总被引：1，自引：0，他引：1
Manu Kapur 《Instructional Science》2010,38(6):523-550
This paper reports on a quasi-experimental study comparing a “productive failure” instructional design (Kapur in Cognition
and Instruction 26(3):379–424, 2008) with a traditional “lecture and practice” instructional design for a 2-week curricular unit on rate and speed. Seventy-five,
7th-grade mathematics students from a mainstream secondary school in Singapore participated in the study. Students experienced
either a traditional lecture and practice teaching cycle or a productive failure cycle, where they solved complex problems
in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during
the last lesson for the unit. Findings suggest that students from the productive failure condition produced a diversity of
linked problem representations and methods for solving the problems but were ultimately unsuccessful in their efforts, be
it in groups or individually. Expectedly, they reported low confidence in their solutions. Despite seemingly failing in their
collective and individual problem-solving efforts, students from the productive failure condition significantly outperformed
their counterparts from the lecture and practice condition on both well-structured and higher-order application problems on
the post-tests. After the post-test, they also demonstrated significantly better performance in using structured-response
scaffolds to solve problems on relative speed—a higher-level concept not even covered during instruction. Findings and implications
of productive failure for instructional design and future research are discussed. 相似文献
4.
Roxana Moreno Alfred Valdez 《Educational technology research and development : ETR & D》2005,53(3):35-45
The cognitive load and learning effects of dual-code and interactivity—two multimedia methods intended to promote meaningful
learning—were examined. In Experiment 1, college students learned about the causal chain of events leading to the process
of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group P), or words (Group W).
Some students were presented with the organized causal chain of events to study, whereas others were given a self-organization
task. Consistent with a cognitive theory of multimedia learning, Condition WP was the highest in instructional efficiency
for retention and transfer. However, contrary to our predictions, having students organize the multimedia materials was detrimental
to transfer. Two follow-up experiments tested the hypotheses that the negative effects of interactivity were due to students'
lack of time control (Experiment 2) and the form of feedback (Experiment 3). The findings showed that interactivity was effective
when students were asked to evaluate their answers before receiving corrective feedback from the system.
This research was supported by the CAREER 0238385 grant from the National Science Foundation. Any opinions, findings, and
conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views
of the National Science Foundation. Casey Frechette and Paul Gibson created the multimedia materials used in these studies. 相似文献
5.
Kenneth E. Colwell 《TechTrends》2004,48(3):35-39
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be
saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful
tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require
it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance
presentations a useful instructional technique.
I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation
materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded
of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared
material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can
do that even more effectively. 相似文献
6.
Three experiments demonstrated that, following the extinction of an established conditioned stimulus (CS; e.g., tone), the
pairing of an orthogonal stimulus from another modality (e.g., light) with the unconditioned stimulus (US) results in strong
recovery of responding to the extinguished CS. This recovery occurred to about an equal degree regardless of whether or not
initial training contained unambiguous stimulus—reinforcer relationships—that is, consistent CS—US pairings—or some degree
of ambiguity, including intramodal discrimination training, partial reinforcement, or even cross-modal discrimination training
(tone vs. light). Experiments 1 and 2 demonstrated that this recovery of responding was largely specific to the extinguished
CS, but moderate generalization to other stimuli from the same modality did appear. The results are discussed with reference
to alternative mechanisms applicable to learning-dependent generalization between otherwise distinct CSs. These models assume
that such generalization is mediated by either a shared response, shared reinforcer, shared context, or shared hidden units
within a layered neural network. A specific layered network is proposed to explain the present results as well as other types
of savings seen previously in conditioning of the rabbit nictitating membrane response. 相似文献
7.
8.
In adult literacy programs today, well-intentioned but inadequately prepared volunteer tutors are being matched with learning
disabled adult students without the benefit of receiving training from experts in the field of language/learning disabilities.
The collaboration of adult literacy providers and learning specialists is obviously the most resourceful, yet most untried,
solution to a problem that is plaguing volunteer-based programs across the country: meeting the needs of learning disabled
adults. One adult literacy program—READ/San Diego of the San Diego Public Library—recognized that its volunteer tutors needed
training in special instructional methods to teach adults who evidence learning disabilities. Accordingly, the program’s administrator
obtained the services of specialists to develop a learning disabilities tutor-training module. This article (1) presents an
overview of preservice volunteer training at READ/San Diego; (2) discusses informal assessment procedures that help identify
possible language/learning disabilities in adults and provide valuable information for instructional planning; and (3) describes
selected multisensory teaching techniques designed especially for adults who “learn differently.” 相似文献
9.
Training for reflective expertise: A four-component instructional design model for complex cognitive skills 总被引：2，自引：0，他引：2
Jeroen J. G. van Merriënboer Otto Jelsma Fred G. W. C. Paas 《Educational technology research and development : ETR & D》1992,40(2):23-43
This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis
phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of
nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design
of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of
recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to
the design of information presentation; they pertain to the presentation of information that supports the performance of either
recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise”
and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed
for the training of fault management in process industry, computer programming, and statistical analysis. 相似文献
10.
The Advanced Instructional Design Advisor is an Air Force project which involves the development and testing of automated instructional design guidance for use by Air Force technical training specialists in the development of computer-based training (CBT). This paper discusses the particular structure of an experimental instructional design advisor and how it has and will be used as a research platform to guide future efforts in automating instructional design. The experimental system described makes use of automated instructional strategies which can be systematically altered along a number of dimensions (e.g., amount of learner control, use of qualitative feedback during practice, etc.). Such a tool is essential to conduct research in this area, and has the added benefit of facilitating the rapid prototyping of CBT. 相似文献
11.
“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum
in need of acknowledgement” (Jencks, 1992b, p.6).
Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism,
an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism
holds promise for guiding research and development in instructional technology.; however, its potential contributions to the
field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional
technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper
received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30).
David Solomon is completing his dissertation in the Instructional Technology program at Wayne State University. In addition
to teaching college students at the secondary and postsecondary levels, he has more than 13 years experience designing, developing,
and implementing instruction and performance improvement solutions for multinational and privately held businesses, and can
be reached. 相似文献
12.
Conclusion Developing an easy-to-use, complete, practical, reliable, and cost-effective solution for delivering training and education
on the Internet has required considerable research and development. We have found that off-the-shelf technologies offer only
partial solutions, at best. Even when the software problems were solved, however, we found that our work was just beginning.
An effective solution requires software technology, but expertise in instructional design has been equally important. The
learning environments our clients create on the Internet have the potential for both “high tech” and “high touch.” These clients
are finding ways to reach beyond the physical limitations of the classroom, but—perhaps more significantly—they are using
the system to reach beyond the limiting assumptions of the classroom as well. As they—and we—do so, we will begin to understand
the ways in which the Net really is a new medium. 相似文献
13.
Ali Ebrahim 《International Journal of Science and Mathematics Education》2012,10(2):293-314
This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science
achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes
who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’
science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest.
Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of
the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly
(p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results
provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning
methods in Kuwaiti classrooms. 相似文献
14.
This study implemented eye-tracking technology to understand the impact of different multimedia instructional materials, i.e.,
five successive pages versus a single page with the same amount of information, on information-processing activities in 21
non-science-major college students. The findings showed that students demonstrated the same number of eye fixations during
information searching and spent the same amount of time on the overall instructional materials regardless of format. However,
the total number of eye fixations on the picture areas was significantly greater for the multiple-page than for the single-page
presentation. A significant difference was found in the duration of students’ eye fixation durations on the picture areas
under the two conditions, with students spending more time on the picture area of the multiple-page than of the single-page
presentation. Greater pupil size was found when participants viewed the multiple-page presentation, implying that this presentation
format was associated with a higher cognitive load. The participants’ eye-movement data for specific areas was recorded and
analyzed to determine students’ information processing patterns and strategies and for triangulation with the quantitative
findings. Discussion of the research findings and suggestions for future research are provided. 相似文献
15.
This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental
dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation
and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures
analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions),
with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules)
for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit
learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due
to possible mediating cognitive developmental factors. 相似文献
16.
Georgios Bellos Tassos A. Mikropoulos Stylianos Deligeorgis Antonis Kominakis 《The Journal of Agricultural Education and Extension》2016,22(4):363-373
Purpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n?=?187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15 instructional sessions have taken place. The knowledge assessment of the farmers, before and after the instructional interventions, was based on answers given to five questions of graded difficulty and the SOLO (Structure of Observed Learning Outcomes) taxonomy. Findings: The two instructional strategies showed comparable learning outcomes. Furthermore, prior participation to training sessions as well as the participants’ advanced education level enhanced the learning outcome. Practical implications: Simple applications of ICTs such as MPs and concept maps can be exploited in sheep farmers’ training. Special attention has to be paid to the content and the context of the digital learning material. Originality/value: The study contributes to the lack of evidence regarding the assessment of learning outcomes of instructional strategies assisted by digital learning environments in livestock farmers. 相似文献
17.
Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional
guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were
50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children
knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their spelling was evaluated
in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed
to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words
used on training (words whose initial syllable matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose
initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4). They also differed on the instruction
used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions
designed to make the children think about letter names—Exp. G1 and Exp. G3—versus instructions designed to make the children
think about letter sounds—Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations
spellings. There are no differences between groups at the number of total phonetisations but we found some differences between
groups at the quality of the phonetisations. 相似文献
18.
19.
问题式学习:一条集中体现建构主义思想的教学改革思路 总被引：74，自引：0，他引：74
国外当前教育改革的浪潮中 ,问题式学习是一种与建构主义学习理论及其教学原则非常吻合的教学模式 ,目前正越来越多地被许多教育和培训领域所采用和重视。这种模式以问题为核心 ,让学生围绕问题展开知识建构过程 ,藉此过程促进学生掌握灵活的知识基础和发展高层次的思维技能、解决问题能力及自主学习能力。其学习过程包括组织小组、启动问题、循环反复解决问题、成果展示以及最后的反思和评价等环节。这种教学模式与我国当前教育改革的趋势比较一致 ,对国内教学改革思路很有启迪意义。 相似文献
20.
Conclusion A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses
published in the past 20 years (Jonassen, Campbell & Davidson, 1994; Morrison, 1994; Reiser, 1994; Shrock, 1994) and existing
instructional design literature (Morrison, Ross & Kemp, 2001; Reiser & Dick, 1996; Smith & Ragan, 1999) indicates there is,
and always has been, significantly more agreement on this subject than the debate would indicate.
Clark never said that a textbook could deliver an instructional method requiring the use of a 3-dimensional graphic representation
as effectively as a computer, nor did Kozma maintain that the computer was the only medium with the capabilities to do so.
Both acknowledged that the two instructional components — the instructional methods and the delivery medium — must be aligned
to facilitate learning.
The debate is, and always has been, about the ability of more than one medium to support a selected instructional method,
whether or not any given medium has capabilities that cannot be replicated by another medium, and the validity of the research.
We believe that today, in 2005: • Computers are capable of supporting instructional methods that other media are not • Computers,
by means of their unique capabilities, affect learning • Computers are often the most cost-effective, efficient delivery method
for any given unit of instruction We also: • Acknowledge the limitations of media comparison studies • Acknowledge the need
to align the message, the medium and the learning task • Agree that some media are interchangeable and • Support the use of
the most cost-effective, efficient delivery method for any given unit of instruction We believe that after 22 years it is
time to reframe the original debate to ask, not if, but how media affects learning. We agree that media comparison studies
are inherently flawed and support the argument that we must identify research designs that will provide answers to this question
in significantly less time. 相似文献