Learner control of instructional sequencing within an adaptive tutorial CAI environment

1978 ◽  
Vol 7 (1) ◽  
pp. 37-80 ◽  
Author(s):  
Robert J. Seidel ◽  
Harold Wagner ◽  
Richard D. Rosenblatt ◽  
Michael J. Hillelsohn ◽  
John Stelzer
Keyword(s):  
Learner Control ◽  
Instructional Sequencing

Learner Control and Error Correction in ICALL: Browsers, Peekers, and Adamants

2013 ◽  
Vol 19 (2) ◽  
pp. 295-313 ◽  
Author(s):  
Trude Heift
Keyword(s):  
Error Correction ◽  
Learner Control

Preparing the Child for Productive Life

IJOHMN ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 16
Author(s):  
Stella Baindu Fortune Fortune
Keyword(s):  
Learner Control ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
School Life ◽  
Productive Life ◽  
Know How ◽  
Physical Conditions ◽  
The Family ◽  
Genetic Endowment

The nature of children’s development is greatly influenced by the environmental conditions in which they are brought up. The amount of social stimulation which they receive is of particular importance, and even if physical conditions are adequate, an unstimulating environment which provides with little opportunity or need to experiment or solve problems will result in low level of achievement. Perhaps the most important aspect of the child’s social development is beyond the reach of the teacher. For the first very important aspect of the child’s development lies in the home. Genetic endowment and cultural level of the family, coupled with the actual physical conditions of the home will have decisive effect on the child’s development and will continue to influence him throughout his school life. These factors are inaccessible to be influenced by the teacher but it is as well for him to have them in mind in his dealings with pupils. In addition, he will need to know how he may most effectively change his pupils along the lives he considers to be the most appropriate. That is, he will seek out the most efficient ways of getting pupils learn for productive life in future. The topic under review will be approached from various fronts which include; The Sociological and Philosophical models; role of the school; Learners’ responsibility; role of the teacher; discipline and learner control; role of the parent; guidance and counseling services and conclusion.

Assessing trainee performance: ensuring learner control, supporting development, and maximizing assessment moments

2021 ◽  
Author(s):  
Daniel J. Schumacher ◽  
Pim W. Teunissen ◽  
Benjamin Kinnear ◽  
Erik W. Driessen
Keyword(s):  
Learner Control

Video-Based Instruction: Issues of Effectiveness, Interaction, and Learner Control

1992 ◽  
Vol 21 (1) ◽  
pp. 45-50 ◽  
Author(s):  
John Barnard
Keyword(s):  
Student Teacher ◽  
Learner Control ◽  
Future Research ◽  
Teacher Interaction ◽  
Broadcast Television ◽  
New Methods ◽  
Based Instruction

Decades of research has shown that television, as a medium for delivering instruction, is at least as effective as classroom lecture. Although many educators have expressed concern over the quality and frequency of student/teacher interaction available through televised courses, studies indicate that different learners may have distinct needs for varying types of interaction. As the use of videocassette recorders has become widespread possibilities have increased for new methods of video-based instruction. The increasing use of videocassettes for delivery of instruction has also raised questions for possible future research on how student use of this medium differs from broadcast television or live classroom lecture.

Learner Control in Hypermedia Environments

2007 ◽  
Vol 19 (3) ◽  
pp. 285-307 ◽  
Author(s):  
Katharina Scheiter ◽  
Peter Gerjets
Keyword(s):  
Learner Control

Power to the people: Using learner control to improve trainee reactions and learning in web-based instructional environments.

2009 ◽  
Vol 94 (4) ◽  
pp. 960-971 ◽  
Author(s):  
Karin A. Orvis ◽  
Sandra L. Fisher ◽  
Michael E. Wasserman
Keyword(s):  
Learner Control ◽  
Web Based ◽  
The People ◽  
Instructional Environments ◽  
Trainee Reactions

Designing Web-Based Training Courses to Maximize Learning

2010 ◽  
pp. 381-393
Author(s):  
Traci Sitzmann ◽  
Katherine Ely ◽  
Robert A. Wisher
Keyword(s):  
Course Design ◽  
Learner Control ◽  
Instructional Methods ◽  
Meta Analysis ◽  
Declarative Knowledge ◽  
Human Interaction ◽  
Critical Factors ◽  
Web Based ◽  
Training Courses ◽  
Based Instruction

This chapter presents results from a meta-analysis that compares the effectiveness of Web-based instruction (WBI) to classroom instruction (CI). The results suggest that when the same instructional methods are used, WBI and CI are equally effective for teaching declarative knowledge. However, the instructional methods and course design features incorporated in WBI are critical factors in determining trainees’ knowledge acquisition. Specifically, the chapter examines the influence of lecture, human interaction, and learner control on the effectiveness of WBI. Based on the findings, the authors provide the following recommendations for increasing learning in WBI: (1) require trainees to be active, (2) incorporate a variety of instructional methods, (3) offer computer and Internet skillscourses, (4) provide trainees with access to lecture notes, (5) incorporate synchronous human interaction, and (6) provide trainees with learner control.

Designing Animated (and Interactive) Infographics for Remote Learning

2020 ◽  
pp. 154-185
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Best Practices ◽  
Learner Control ◽  
Academic Research ◽  
Visual Representations ◽  
Learning Contexts ◽  
Remote Learning

In remote learning, “animated (and interactive) infographics” combine—visual representations of concepts, data, information, and in-world phenomena; designed motion; designed interactivity; designed learner control; setup of learning contexts and learner sociality; and other factors—to enable various types of learning: observational, (disembodied) experiential, review and practice-based, and other approaches. This work explores the available best practices of designing, development, and deploying animated infographics for learning based on much of the available academic research and some present-day technologies.

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