Learner Control = Decision Making + Information: A Model and Meta-Analysis

1994 ◽  
Vol 11 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Dave Goforth
Keyword(s):  
Model Building ◽  
Learner Control ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instructional Systems ◽  
Preliminary Conclusion ◽  
Control Research ◽  
Control Decision ◽  
Assisted Instruction

Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.

Learner-Control Effects: A Review of Reviews and a Meta-Analysis

1996 ◽  
Vol 15 (2) ◽  
pp. 157-174 ◽  
Author(s):  
Richard P. Niemiec ◽  
Christian Sikorski ◽  
Herbert J. Walberg
Keyword(s):  
Effect Size ◽  
Learner Control ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Optimal Conditions ◽  
Average Effect ◽  
Average Effect Size ◽  
Review Of Reviews ◽  
Assisted Instruction

This article concerns the effects of learner control in computer-assisted instruction (CAI). After reviewing previous reviews of research on the topic, twenty-four studies of learner control were subjected to meta-analysis. The results of both the review and meta-analysis are equivocal. Several reviews indicate that learner control works less well with younger, less able students. Other reviews indicate that, given optimal conditions, learner control can work with any students. The meta-analysis, however, yielded an average effect size that was small and negative suggesting that the average student would be slightly better off without it. Although learner control has theoretical appeal, its effects on learning seem neither powerful nor consistent.

scholarly journals Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis

2006 ◽  
Vol 1 (3) ◽  
pp. 3 ◽  
Author(s):  
Denise Koufogiannakis ◽  
Natasha Wiebe
Keyword(s):  
Systematic Review ◽  
Teaching Methods ◽  
Traditional Instruction ◽  
Meta Analysis ◽  
The United States ◽  
Computer Assisted Instruction ◽  
Independent Learning ◽  
Sufficient Evidence ◽  
Computer Assisted ◽  
Assisted Instruction

Objective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective? Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and abstracts were reviewed for relevance. Of those, 257 full articles were considered in-depth using a predetermined inclusion/exclusion form. 122 unique studies met the inclusion criteria and underwent an extensive data extraction and critical appraisal process. 55 of these studies met author defined quality criteria to provide information on the effectiveness of different teaching methods. Of these, 16 studies provided sufficient information to enable meta-analyses using standardized mean difference to be undertaken. Results - The overwhelming majority of studies were conducted in the United States (88%). 79 studies (65%) used experimental or quasi-experimental research methods. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction, and self-directed independent learning. Studies measured outcomes that correlated with Bloom’s lower levels of learning (Remember, Understand, Apply). 16 studies compared traditional instruction with no instruction, and 12 found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring traditional instruction. 14 studies compared computer assisted instruction with traditional instruction. 9 of these showed a neutral result, and meta-analysis of 8 of these studies agreed with this neutral result. 6 studies compared self-directed independent learning with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of self-directed independent learning. Conclusions - Based on the results of this meta-analysis, there is sufficient evidence to suggest that computer assisted instruction is as effective as traditional instruction. Evidence also suggests that both traditional instruction and self-directed independent instruction are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning, computer assisted instruction, and self-directed independent learning would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods.

Learner Control Over Feedback as a Variable in Computer Assisted Instruction

1988 ◽  
Vol 20 (4) ◽  
pp. 310-320 ◽  
Author(s):  
Patrick J. Schloss ◽  
Paul T. Sindelar ◽  
G. Phillip Cartwright ◽  
Maureen A. Smith
Keyword(s):  
Learner Control ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction
Sign in / Sign up

Export Citation Format

Share Document