Cognitive Approaches to Understanding the Challenge of Computer-Based Learning

2011 ◽  
pp. 240-244
Author(s):  
Jocelyn M. Wishart
Keyword(s):  
Computer Software ◽  
Information And Communications Technology ◽  
Ratio Schedule ◽  
Variable Ratio ◽  
Communications Technology ◽  
Immediate Feedback ◽  
Schedule Of Reinforcement ◽  
Computer Based Learning ◽  
Sound Effects ◽  
Computer Based

Increased motivation amongst pupils has been readily observed in schools when they are allowed to use computers and other forms of information and communications technology (ICT) (Cox, 1997; Denning, 1997; Wishart & Blease, 1999). In fact, Denning reports almost universal enthusiasm amongst students for the use of ICT to support their work in schools. Many psychologists (Light, 1997; Loftus & Loftus, 1983) have used behaviourist theories originating from the work of Thorndike (1898) to describe positive extrinsic reinforcements generated by or associated with the computer software. For instance, children find the use of a computer rewarding; they get nearly immediate feedback from the programs on their efforts, which often include entertaining sound effects, graphics, and animations. Therefore, they are more likely to take up opportunities to use ICT in and outside of lessons. What is more, as described by Loftus and Loftus, these rewards arrive in the variable-ratio schedule of reinforcement, which Skinner (1938) believes is the most compelling.

Cognitive Approaches to Understanding the Challenge of Learning by Means of Computers and Personal Digital Assistants (PDAs)

2011 ◽  
pp. 289-294
Author(s):  
Jocelyn M. Wishart
Keyword(s):  
Computer Software ◽  
Personal Digital Assistant ◽  
Information And Communications Technology ◽  
Handheld Devices ◽  
Ratio Schedule ◽  
Personal Digital Assistants ◽  
Communications Technology ◽  
Immediate Feedback ◽  
School Students ◽  
Sound Effects

Increased motivation amongst pupils has been readily observed in schools when they are allowed to use computers and other forms of information and communications technology (ICT) (Cox, 1997; Denning, 1997; Wishart & Blease, 1999). In fact, Denning (1997) reports almost universal enthusiasm amongst students for the use of ICT to support their work in schools. That enthusiasm has been seen to double or triple amongst primary school students given a personal digital assistant (PDA) of their own (Whyley, 2006). These handheld devices are small computers that can be used both off- and online via wireless or mobile phone signals. Many psychologists (Light, 1997; Loftus & Loftus, 1983) have used behaviorist theories originating from the work of Thorndike (1898) to describe positive extrinsic reinforcements generated by or associated with the use of computer software. For instance, children find the use of a computer rewarding; they get nearly immediate feedback from the programs on their efforts, which often includes entertaining sound effects, graphics and animations. Therefore, they are more likely to take up opportunities to use ICT in and outside of lessons. What is more, as described by Loftus and Loftus (1983), these rewards arrive in the variable ratio schedule of reinforcement which Skinner (1938) believes is the most compelling.

Reserpine and the Partial Reinforcement Effect in the Fish Tilapia H. Macrocephala

1968 ◽  
Vol 22 (3_suppl) ◽  
pp. 1057-1064 ◽  
Author(s):  
John V. Haralson ◽  
Joseph J. Clement
Keyword(s):  
Partial Reinforcement Effect ◽  
Partial Reinforcement ◽  
Ratio Schedule ◽  
Variable Ratio ◽  
Reinforcement Effect ◽  
Schedule Of Reinforcement ◽  
Variable Ratio Schedule ◽  
Free Operant

A strong partial reinforcement effect was produced in 20 fish trained to a free operant striking response by injection of reserpine before extinction of the response. This was interpreted as a result of inhibition of responding during extinction of 20 Ss trained on a consistent schedule of reinforcement rather than facilitation of responding in Ss trained on a .4 variable ratio schedule of reinforcement.

Effect of Partial Reinforcement on the Extinction of a Blocked Response

1968 ◽  
Vol 23 (2) ◽  
pp. 475-481 ◽  
Author(s):  
Jack I. Bradley ◽  
Walter A. Nagle ◽  
Girard V. Smith ◽  
Peter R. Welgan
Keyword(s):  
Partial Reinforcement Effect ◽  
Reinforcement Schedule ◽  
Fixed Ratio ◽  
Partial Reinforcement ◽  
Ratio Schedule ◽  
Variable Ratio ◽  
Initial Training ◽  
Reinforcement Effect ◽  
Schedule Of Reinforcement ◽  
Partial Extinction

These experiments assessed (a) the Partial Reinforcement Effect (PRE) when extinction was measured by the perseverative behavior following the blocking of a learned maze route and (b) the effects of two conditions of partial extinction on the same perseverative behavior. Initial training of the rat Ss varied in both number of trials and reinforcement schedule. Perseverative behavior was evaluated by recording cumulative errors. The results indicated that the perseverative behavior increased with an increase in the number of training trials. Perseverative behavior was also observed to be greatest following 100% rather than a ratio schedule of reinforcement, a fixed ratio resulting in greater perseveration than a variable ratio. When 10 nonreinforced trials or 10 nonreinforced goal placements followed 100% reinforced training, the perseverative behavior following blocking was reduced. These results indicate that the typical PRE which has been observed (when the extinction series includes the performance of the instrumental act) is dependent on the stimulus cues provided by the change in reinforcement schedule.

Behaviorism

2011 ◽  
pp. 127-147
Author(s):  
Irene Chen
Keyword(s):  
Instructional Design ◽  
Black Box ◽  
Chain Model ◽  
Thought Processes ◽  
Immediate Feedback ◽  
Specific Stimulus ◽  
Stimulus Response ◽  
Computer Based Learning ◽  
Computer Based ◽  
The Mind

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis. The design principles introduced by the behavior theorists continue to guide the development of today’s computer-based learning. In distance education courseware and instructional software, key behavior-modification principles are used. For example, a typical course Web site usually states the objectives of the software; uses text, visual, or audio to apply appropriate reinforcers; provides repetition and immediate feedback; uses principles to shape, chain, model, punish, and award the learners; incorporates a scoring system as a part of the system; and provides status of the progress of the learner.

Abstract T P270: Effectiveness of National Institute of Health Stroke Scale Training

Stroke ◽  
2014 ◽  
Vol 45 (suppl_1) ◽  
Author(s):  
Amy Jones ◽  
Gladys Campbell
Keyword(s):  
Standardized Test ◽  
Stroke Patients ◽  
Immediate Feedback ◽  
Learning Opportunity ◽  
Face To Face ◽  
Computer Based Learning ◽  
Hands On ◽  
Post Class ◽  
Computer Based ◽  
Test Patient

Background and Purpose: Staff voiced a need for hands on training regarding scoring of complex stroke patients. Random reviews of medical record documentation of the National Institute of Health Stroke Scale (NIHSS) scoring and discussions with staff reflected variations in scoring for the same deficits. The primary training method utilized by all staff has been computer based with preceptor skill verification. Continued issues with confusion in scoring led to development of a unique solution for our facility and community partners using this scale. Method: Members of our nursing and medical team developed a unique learning opportunity that provided participants with both didactic and hands on participation for scoring of patients with the NIHSS. Lectures consisted of overview of stroke syndromes including complex syndromes, basic NIHSS knowledge and scoring requirements, followed by review of complex scoring strategies and a live classroom scoring presentation by a provider on a test patient. The learning opportunity was further enhanced by interactive sessions for hands on by each participant through scoring every component of the scale in a non-threatening environment. This was accomplished through the use of smart phones and computers which blinded individual responses. Standardized test patients trained by the instructors executed scenario responses ranging from normal to extremely abnormal and/or complex. Participants scored scenarios executed using the NIHSS and received immediate feedback on scoring rationales. Questions and inaccuracies were addressed and clarified in each session. Results: The initial class evaluations and changes in pre and post class scoring results indicate less variation in scoring for all items, especially related to scoring of the complex patient. Conclusion: Computer based learning is the most common and widely used approach to staff education for training staff on use of the NIHSS. However, face to face interaction with the learner and instructor appears to be the most effective method for skill attainment with scoring of complex stroke patients.

E-Learning-Systeme: Theoriegeleitete Konzeption, Qualitätsmanagement, Implementierung

2003 ◽  
Vol 15 (1) ◽  
pp. 13-23
Author(s):  
Berit Baeßler ◽  
Stephanie Lücke ◽  
Bernhard Koring ◽  
Susanne Kinnebrock ◽  
Patrick Rössler
Keyword(s):  
Computer Based Learning ◽  
E Learning ◽  
Computer Based

Zusammenfassung. Der vorliegende Beitrag entwickelt auf der Basis von pädagogischen Überlegungen und lernpsychologischen Forschungsergebnissen zur computerunterstützten Wissensvermittlung eine Konzeptualisierung von E-Learning-Systemen und deren von konsequentem Qualitätsmanagement begleitete Umsetzung. Die vorgestellte theoriegeleitete Vorgehensweise wird anhand der Entwicklung und Realisierung des internetgestützten Lernsystems “CLIC Computer-based Learning: Introduction to Communications“ veranschaulicht, das an der Universität Erfurt erarbeitet wird. Der Aufsatz befasst sich sowohl mit der Koordination auf der Ebene der Produktion (Didaktik, Inhalt, Technik) als auch auf der Ebene der Rezeption (Lern- und Kommunikationsformen, Lernorganisation). Die explorativ angelegte Evaluation des ersten Einsatzes von CLIC belegt ein weitgehend gelungenes Konzept und Qualitätsmanagement. Vorgestellt werden ausgewählte Evaluationsergebnisse zur Koordination und Organisation der Wissensvermittlung sowie des sozialen Kontaktes zwischen Studierenden und Dozierenden. Anhand von drei in der Evaluation empirisch ermittelten E-Learning-Typen werden Probleme und Potenziale beim E-Learning aufgezeigt und Schlussfolgerungen für die koordinierende Gestaltung von E-Learning-Systemen gezogen.

Computer-Based Learning: A Family Endeavor

1991 ◽  
Vol 36 (11) ◽  
pp. 998-998
Author(s):  
Sydney W. Howard
Keyword(s):  
Computer Based Learning ◽  
Computer Based
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