An Examination of the Research Evidence for Computer-Based Instruction in Military Training. Technical Report 722.

Autor/in	Shlechter, Theodore M.
Institution	Army Research Inst. for the Behavioral and Social Sciences, Alexandria, VA.
Titel	An Examination of the Research Evidence for Computer-Based Instruction in Military Training. Technical Report 722.
Quelle	(1986), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Education; Comparative Analysis; Computer Assisted Instruction; Computer Managed Instruction; Costs; Educational Finance; Educational Research; Individual Differences; Military Training; Program Effectiveness; Program Evaluation; Research Problems; Student Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Computer based training; Computerunterstützter Unterricht; Computer-assisted instruction; Cost; Kosten; Bildungsfonds; Bildungsforschung; Pädagogische Forschung; Individueller Unterschied; Militärausbildung; Programme evaluation; Programmevaluation; Forschungskritik; Schülerverhalten
Abstract	Over 150 papers and articles were examined, and interviews with noted computer-based instruction (CBI) professionals were conducted to obtain information about CBI and the research evidence. Focus was on four main areas of CBI research--costs, learning achievements, individual differences, and student attitudes. Consistent empirical evidence did not exist to support or deny claimed advantages of CBI over other instructional media for (1) reducing training time, (2) reducing life-cycle costs, (3) facilitating students' mastery of the instructional materials, (4) accommodating individual learning, and (5) motivating students' learning. The lack of empirical support for these issues was not totally explained by problematic courseware. CBI's inherent superiority as a primary instructional medium had not been established. Most noticeable of the research problems found throughout CBI literature were confoundings due to differences in instructional content, making comparisons with inappropriate media, confoundings due to "program novelty effects," and findings that were not replicated. Recommendations were a shift in focus to identification of conditions for using computers in the instructional process and use of CBI as a supplemental instructional tool in the established instructional program. Twelve pages listing references are included. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01