Navigational Aids and Learner Control in Hypermedia Instructional Programs

1998 ◽  
Vol 18 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Patricia A. Burke ◽  
Jennifer L. Etnier ◽  
Howard J. Sullivan
Keyword(s):  
Learner Control ◽  
Instructional Program ◽  
Instructional Programs ◽  
Linear Path ◽  
Navigational Aids

This study examined the effects of learner control and navigational aids on performance in a hypermedia instructional program. Results indicated that students who were permitted to move freely within the program and had access to navigational aids, interacted more with the program and this was associated with higher performance on the posttest. The findings revealed that students who had control over the sequence of their instruction deviated from a linear path significantly more often when provided with navigational aids such as those used in this study. Navigational aids may provide a structure that promotes more explanatory behavior or interaction for students under learner control conditions.

Effects of Instruction in Methodological Reasoning on Information Evaluation

2002 ◽  
Vol 29 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Barry Leshowitz ◽  
Kristen Eignor DiCerbo ◽  
Morris A. Okun
Keyword(s):  
Scientific Method ◽  
Causal Reasoning ◽  
Comparison Group ◽  
Daily Life ◽  
Instructional Program ◽  
Classroom Setting ◽  
Instructional Programs ◽  
Persuasive Communications ◽  
Attitude Polarization ◽  
Interactive Classroom

In this article we describe an instructional program that focuses on applying causal reasoning and related principles of the scientific method to problems faced in daily life. In a highly interactive classroom setting, the instructor gives students repeated opportunities to apply methodological reasoning to real-world scenarios for the purpose of making informed decisions. In addition to describing the program, we report the findings of a capstone exercise that examined changes in students' beliefs toward legalization of marijuana after reading persuasive communications. Students who experienced the instructional program exhibited less bias in evaluating information and less attitude polarization than students in a comparison group. We discuss the implications of these findings for developing and evaluating instructional programs in methodological reasoning in psychology.

Evaluating the Learning Effectiveness of Using Web-Based Instruction

2011 ◽  
pp. 1740-1751
Author(s):  
Sherry Y. Chen
Keyword(s):  
Instructional Program ◽  
Learning Performance ◽  
Instructional Programs ◽  
Master's Students ◽  
Web Based ◽  
Perceptions And Attitudes ◽  
Web Based Instruction ◽  
Post Test ◽  
Based Instruction ◽  
The Web

The use of Web-based instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-based instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-based instructional program. The implications of these findings are discussed.

The Use of Single-subject Time-series Designs in Adapted Physical Activity

1984 ◽  
Vol 1 (1) ◽  
pp. 19-29 ◽  
Author(s):  
E.J. Watkinson ◽  
D.L. Wasson
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Instructional Program ◽  
Single Subject ◽  
Adapted Physical Activity ◽  
Mentally Handicapped ◽  
Instructional Programs ◽  
University Of Alberta ◽  
Reversal Design ◽  
The University

The individualized nature of instructional programs for the mentally handicapped often makes group designs inappropriate in adapted physical activity research. Single-subject time-series designs are suitable for use in investigating the acquisition, maintenance, and generalization of motor skills when the research involves small numbers of subjects. These designs require the collection of data before, and during or after treatment. Three single-subject time-series designs are described and illustrated with data from studies in the PREP Play Program, an instructional program for young mentally handicapped children at the University of Alberta. The simple time-series design has severe limitations for use as a research tool, but is appropriate for use by teachers or practitioners who are monitoring previously tested treatments in physical activity programs. The repeated time-series or reversal design can be used to investigate the maintenance or generalization of effects after treatments are withdrawn. The multiplebaseline design is recommended for researchers or practitioners who wish to assess the effects of instructional programs on different subjects or different dependent variables.

Comparisons of Beginning Literacy Programs: Alternative Paths to the Same Learning Outcome

1997 ◽  
Vol 20 (2) ◽  
pp. 160-168 ◽  
Author(s):  
Dean Traweek ◽  
Virginia W. Berninger
Keyword(s):  
Grade Level ◽  
First Grade ◽  
Instructional Program ◽  
Literacy Programs ◽  
Instructional Programs ◽  
Students At Risk ◽  
Achievement Outcomes ◽  
Achievement Outcome ◽  
Whole Word ◽  
Relative Gains

University-based researchers consulted with first-grade teachers in a comparison of Integrated Reading-Writing (IR-W) and DISTAR programs in comparable urban schools with students “at risk” for literacy problems. Students in the two programs made comparable relative gains in achievement outcomes in word recognition from the beginning to the end of first grade. Level of orthographic and phonological awareness at the end of the first grade, but not instructional program, predicted level of reading achievement at the end of first grade. However, differences in processes underlying end-of-year achievement outcome were observed. Children in Integrated Reading-Writing tended to acquire orthographic-phonological connections at the whole word and subword levels, whereas children in DISTAR tended to acquire only subword connections. No differences were noted in developmental level of composition between the two instructional programs at the middle or end of first grade when coded compositions were available. The results are consistent with the notion that there is more than one way to learn to read and write.

scholarly journals Class Size Reduction: A Facilitator of Instructional Program Coherence

2015 ◽  
Author(s):  
Derick Kiger
Keyword(s):  
Student Achievement ◽  
Class Size ◽  
Instructional Program ◽  
Class Size Reduction ◽  
Size Reduction ◽  
School Level ◽  
Instructional Programs ◽  
Three Phase ◽  
Analysis Strategy ◽  
Group A

This case study evaluation explored how class size reduction (CSR) combined with other reform initiatives and contextual factors to affect student achievement. The evaluand was an elementary school that implemented Wisconsin's fortified CSR program named SAGE. Evidence was collected from existing records and purposively selected teachers via a focus group. A three-phase "cut and paste" analysis strategy was used to reduce data, display data, and draw and verify conclusions. Main and interaction effects are reported. Findings suggest smaller classes may affect student achievement by facilitating the coherence of school-level instructional programs.

Evaluating the Learning Effectiveness of Using Web-Based Instruction

2008 ◽  
pp. 2143-2153
Author(s):  
Sherry Y. Chen
Keyword(s):  
Instructional Program ◽  
Learning Performance ◽  
Instructional Programs ◽  
Master's Students ◽  
Web Based ◽  
Perceptions And Attitudes ◽  
Web Based Instruction ◽  
Post Test ◽  
Based Instruction ◽  
The Web

The use of Web-based instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-based instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-based instructional program. The implications of these findings are discussed.

By way of introduction …

1976 ◽  
Vol 23 (1) ◽  
pp. 3
Keyword(s):  
Traditional Instruction ◽  
Individualized Instruction ◽  
Instructional Program ◽  
Conventional Instruction ◽  
Instructional Programs

Three articles on individualized instruction are included in this issue of the Arithmetic Teacher. The articles were submitted at different times and were accepted independently of one another. In “Hidden Strengths of Conventional Instruction,” Lipson compares the strengths and weaknesses of traditional instruction with those of a carefully designed individualized instructional program and then identifies elements that are essential to good instruction. As the title suggests, in “Individualized Instruction: A Search for a Humanized Approach,” O'Daffer expresses some concerns about the depersonalizing nature of some individualized instructional programs. Clark, in “Individualized Instruction: It Can't Be Done with a Screwdriver,” makes the point that the individualization of instruction involves more than a change of name and superficial changes in class assignments.

The Criterion of the Least Dangerous Assumption

1984 ◽  
Vol 9 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Anne M. Donnellan
Keyword(s):  
Parent Involvement ◽  
Longitudinal Data ◽  
Student Evaluation ◽  
Educational Interventions ◽  
Instructional Program ◽  
Instructional Programs ◽  
Educational Decisions ◽  
Qualitative And Quantitative ◽  
Students With Autism ◽  
Conclusive Data

Currently, educators lack longitudinal data measuring both the qualitative and quantitative outcomes of various educational interventions used with handicapped students. As a result, there is no reliable standard to use when designing instructional programs which meet the “criterion of ultimate functioning ” (Brown, Nietupski, & Hamre-Nietupski, 1976). The criterion of the least dangerous assumption is presented as an interim standard to use until such data are available. The criterion of the least dangerous assumption holds that in the absence of conclusive data educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults. The use of the criterion of the least dangerous assumption in instructional program design, parent involvement, and student evaluation of students with autism is illustrated.

A Strategy for Systematic Component Analysis of Instructional Programs

1976 ◽  
Vol 4 (4) ◽  
pp. 271-280
Author(s):  
Thomas M. Sherman
Keyword(s):  
Experimental Design ◽  
Component Analysis ◽  
Instructional Program ◽  
Multiple Baseline ◽  
Instructional Programs ◽  
Systematic Analysis ◽  
Systematic Component

A strategy for systematic analysis of the contribution of each component of an instructional program to a prescribed outcome is described. The strategy is based upon a multiple baseline experimental design; in this strategy instructional components are successively added to either students, content or situations. An example of the application of the strategy to analyze components of an instructional program is presented along with examples of how the process may be used in other situations.

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