The Effects of Computer-Assisted Learning-Strategy Training on the Achievement of Learning Objectives

Abstract

This study investigated the effects of comprehension-directed and memory-directed computer-based learning-strategy training on the achievement of learning objectives. The subjects were sixty undergraduate students enrolled in an introductory computing course. Learners completed a tutorial about microcomputer components on the first day of the study. Two treatment groups completed a strategy-training tutorial focusing on comprehension or memory. The control group received extra time on the microcomputer-components tutorial and no strategy training. One week later, all subjects completed two separately administered tests including cued recall and recognition. The strategy training effects were significant on the fifty-item cued recall test, however, group mean scores were at or below 50 percent. Group mean scores on a recognition text suggested that comprehension-directed training was the most effective. All treatment group mean scores were significantly higher than the control group. The findings of this study provide a basis for further research into the design of computer-based learning-strategy training and assessment.

The Effectiveness of Programmed Education in Developing Writing Skills of Children with Learning Difficulties in Primary Education: A Case Study of Northern Border Areas of Saudi Arabia

“…Fernand never supported the idea of cramming words, but focused on reading and writing the word as a whole (Elhanan Kaufman, 2007). Cardinal and Smith (1994) conducted a study aimed to investigate the effect of educational computer in students' achievement in different educational areas including language. The study sample consisted of 60 students from the students of a University in Virginia.…”

Form-focussed Instruction in CALL: What Do Learners Think?

“…The analysis of the relevant interview question revealed that glossing helped learners to ‘gradually make improvements in speed’ (that is automatization), ‘decrease error rate’, ‘learn each specific word in a word-by-word way’ (that is bottom-up decoding strategies), and ‘find details and general things’ (that is scanning and skimming). Cardinale and Smith (1994) believe that learners can apply only their learned skills and strategies to the innovative context and CALL might be a beneficial way to teach them new strategies . This result would seem to imply that CALL can be used to help learners develop strategies for learning online, indicating another gap awaiting further research.…”

Student–authored Hypermedia in Veterinary Anatomy: Teaching and Learning Outcomes of Group Project Work

“…This CAL is accessed from two suitably protected workstations in the Dissection Room, which also transmit to the large overhead monitors for the rest of the group to view back at the dissection table. Survey feedback from students strongly indicates that the use of hypermedia dissection guides has radically improved the use of time by students during dissection classes and students now remark how much this has improved their learning and feeling of being supported during dissections (Cardinale, 1994). A follow-on programme of using student authors to develop "spot test" modules for review of learning pre and post dissection class is now being produced using Toolbook (Entwistle and Entwistle, 1992).…”