System-Assigned Strategies and CBI

Abstract

Presents a theoretical framework for designing computer-based systems that guide students in the selection of learning strategies. Reviews the relationship between learning strategies and instructional strategies. Compares theories for determining when system-assigned learning strategies will promote acquisition of knowledge and skills. Discusses task-relevant aptitude as a factor in the assignment of learning strategies. Describes advantages of learning strategies as stimuli to effective cognitive processing; postulated benefits include improved relevance of processing to performance measures, and increased working memory. Outlines potential applications of system-assigned learning strategies in the design of computer-based instructional systems.

A Theory of Effective Computer-Based Instruction for Adults

“…Learner control may be unsuccessful for some subjects because they lack metacognitive skills (Allen & Merrill, 1985;Rigney, 1978) or lack information they need about the learning progress to make meaningful decisions about how to manage learning (Tennyson & Rothen, 1979). Holden (1995) found that higher self-directed learning readiness participates had higher achievement than lower level participants and lower level self-directed learning readiness participates with program control had higher achievement than participants with learner control.…”

“…For some subjects, learner control may be unsuccessful because they lack the metacognitive skills (Allen & Merrill, 1985;Rigney, 1978) or lack the information they need about their learning progress to make meaningful decisions about how to manage learning (Tennyson & Rothen, 1979). Motivation, as well as cognition, influences learner control (Steinberg, 1991).…”

“…A fundamental issue in planning instruction is how much instructional support to provide to the student at any particular moment in the learning process (Allen & Merrill, 1985). Using Bovy's (1981) model for matching intervention with cognitive skills, Allen and Merrill (1985) suggested that low cognitive skills require more instructional support and high cognitive skills require less instructional support, since the learner has his own internalized knowledge about how to learn.…”

An Examination of the Research Evidence for Computer-Based Instruction in Military Training

“…If CBI's instructional impact was not found for the learner control issue, it might then be discovered by examining the cognitive differences literature. Many reports (Allen & Merrill, 1985;Bangert-Drowns et al, 1985;Farr, 1985;Gray et al, 1985;Neimiec & Walberg, 1985;and Zemke, 1984) have suggested that the main reason for selecting a CBI system is to better deal with differences in cognitive abilities and styles.…”

“…Smart technology can also be used for accommodating students with different cognitive abilities (Allen & Merrill, 1985;and Gray et al, 1985). Smart technology programs involve interactions between students and the computer so that the type of feedback and instructional materials provided fit the students' level of knowledge (Gray et al).…”