1992
DOI: 10.21236/ada248518
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The Effects of Student-Instructor Interaction and Paired/Individual Study on Achievement in Computer-Based Training

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Cited by 4 publications
(4 citation statements)
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“…Outcomes and independent findings extracted from each study included in the meta-analyses of this review (continued) Harrison (1991) grade 8 earth science attitude toward -0.10 subject/instruction Harrison (1991) grade 8 earth science individual achievement high ability -0.28 Harrison (1991) grade 8 earth science individual achievement low ability 0.84 Harrison (1991) grade 8 earth science individual achievement medium ability -0.05 Harrison (1991) grade 8 earth science interactivity with high ability -0.44 computers Harrison (1991) grade 8 earth science interactivity with low ability -0.42 computers Harrison (1991) grade 8 earth science interactivity with medium ability -0.20 computers Harrison (1991) Sol (1995) college computer skills group task performance 0.38 Sol (1995) college computer skills individual achievement -0.04 Sol (1995) college computer skills request help -0.34 from teacher Sol (1995) college computer skills task completion time -0.66 Spaulding (1984) grade 7-8 computer skills individual achievement group of 2 -0.02 Spaulding (1984) grade 7-8 computer skills individual achievement group of -0.37 Spaulding (1984) grade 7-8 computer skills interactivity with group of -0.11 computers Spaulding (1984) grade 7-8 computer skills interactivity with group of 3 -0.22 computers Spaulding (1984) grade 7-8 computer skills task attempted group of 2 0.01 Spaulding (1984) grade 7-8 computer skills task attempted group of 3 0.78 Stephenson (1992) college computer skills individual achievement high computer experience, 0.99 with teacher interaction Stephenson (1992) college computer skills individual achievement high computer experience, -0.10 without teacher interaction Stephenson (1992) college computer skills individual achievement low computer experience, 0.11 with teacher interaction Stephenson (1992) college…”
Section: Appendixmentioning
confidence: 99%
“…Outcomes and independent findings extracted from each study included in the meta-analyses of this review (continued) Harrison (1991) grade 8 earth science attitude toward -0.10 subject/instruction Harrison (1991) grade 8 earth science individual achievement high ability -0.28 Harrison (1991) grade 8 earth science individual achievement low ability 0.84 Harrison (1991) grade 8 earth science individual achievement medium ability -0.05 Harrison (1991) grade 8 earth science interactivity with high ability -0.44 computers Harrison (1991) grade 8 earth science interactivity with low ability -0.42 computers Harrison (1991) grade 8 earth science interactivity with medium ability -0.20 computers Harrison (1991) Sol (1995) college computer skills group task performance 0.38 Sol (1995) college computer skills individual achievement -0.04 Sol (1995) college computer skills request help -0.34 from teacher Sol (1995) college computer skills task completion time -0.66 Spaulding (1984) grade 7-8 computer skills individual achievement group of 2 -0.02 Spaulding (1984) grade 7-8 computer skills individual achievement group of -0.37 Spaulding (1984) grade 7-8 computer skills interactivity with group of -0.11 computers Spaulding (1984) grade 7-8 computer skills interactivity with group of 3 -0.22 computers Spaulding (1984) grade 7-8 computer skills task attempted group of 2 0.01 Spaulding (1984) grade 7-8 computer skills task attempted group of 3 0.78 Stephenson (1992) college computer skills individual achievement high computer experience, 0.99 with teacher interaction Stephenson (1992) college computer skills individual achievement high computer experience, -0.10 without teacher interaction Stephenson (1992) college computer skills individual achievement low computer experience, 0.11 with teacher interaction Stephenson (1992) college…”
Section: Appendixmentioning
confidence: 99%
“…Some of the variables examined in studies have produced some degree of consistency across studies, identifying a number of worthwhile trends. These trends include: the use of guided learner control is more beneficial than offering complete learner control (Ross, Morrison, & O'Dell, 1989;Shin, Schallert, & Savenye, 1994;Tolhurst, 1993); learner control can be motivating and levels of motivation influence learning outcomes (Freitag & Sullivan, 1995;Joo, Bong, & Choi, 2000;Kinzie & Sullivan, 1989;Ross, Morrison, & O'Dell, 1989); offering the option to bypass elaborative material is both preferred by students over the option to add elaborative material and is associated with more effective outcomes (Carrier & Williams, 1988;Hannafin & Sullivan, 1995, 1996Hicken, Sullivan, & Klein, 1992;Schnackenberg & Sullivan, 2000); students with specific goals are more purposeful in navigational choices which is associated with enhanced learning (Tolhurst, 1993;Young & Barab, 1999); individual students with higher prior knowledge in the domain of learning (Gay, 1986;Kinzie & Sullivan, 1989;Lee & Lee, 1991;Ross, Morrison, & O'Dell, 1989;Shin, Schallert, & Savenye, 1994;Stephenson, 1992;Woloshyn, Pressley, & Schneider, 1992), higher knowledge of the software operation (Gay, Trumbull, & Mazur, 1991;Gray, 1988), higher ability students (Gray, 1987;Hooper, Temiyakarna, & Williams, 1993;Kinzie, Sullivan, & Berdel, 1988;Pascarella & Pflaum, 1981;Schnackenberg & Sullivan, 2000;Singhanayak & Hooper, 1998;Snow, 1980;Steinberg, 1977), and students with internal...…”
mentioning
confidence: 99%
“…A study by Stephenson (1992) looked at CBT supplemented by human interaction in a traditional classroom course. The study found that individuals performed better when their computer-based study was supported by human interaction, however, there was not a significant difference between interaction JMD 23,3 that occurred with the instructor and interaction that occurred with other students.…”
Section: Effective Wbdl Designmentioning
confidence: 99%