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The effects of cooperative learning and learner control on high- and average-ability students 总被引:1,自引:0,他引:1
Simon Hooper Chanchai Temiyakarn Michael D. Williams 《Educational technology research and development : ETR & D》1993,41(2):5-18
The effects of studying alone or in cooperative learning groups on high- and average-ability students were investigated. Also
examined were the effects of completing computer-based instruction using either a learner- or program-control version of a
lesson. A total of 175 fourth-grade students were classified as being of high or average ability and randomly assigned to
paired or individual treatments stratified by ability. Students completed training to enhance small-group interaction before
completing a computer-based tutorial and a posttest. Following cooperative learning, students demonstrated increased achievement
and efficiency as well as better attitudes toward both the computer lesson and grouping. Students completed more practice
items and examples in program-control treatments than in learner-control treatments. However, the form of lesson control did
not affect students' achievement or attitudes. 相似文献
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Chanchai Singhanayok Simon Hooper 《Educational technology research and development : ETR & D》1998,46(2):17-36
We investigated the effects of studying alone or in cooperative-learning groups on the performance of high and low achievers,
using either learner- or program-controlled computer-based instruction. A total of 92 sixth-grade students were classified
by Stanford Achievement Test scores and randomly assigned to group or individual treatments, stratified by achievement scores.
Both high and low achievers in the cooperative treatment performed better and had more positive attitudes toward grouping
than did students working individually, on both program-controlled and learner-controlled computer lessons. In addition, the
cooperative-learning group exhibited significantly greater improvement from immediate to delayed post-test than did the individual-learning
group. For low achievers, the greatest improvement was in the program-controlled condition, and for the high achievers, in
the learner-controlled condition. The learner-controlled cooperative-learning group, compared to the learner-controlled individual-learning
group, chose to check its concept learning more often and spent more time interacting with the computer-based tutorial. These
results suggest that cooperative learning provides beneficial effects, and imply a need for software designers to adapt computer-based
instruction for cooperative learning to the different learning styles of high-and low-achieving students. 相似文献
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